Table 22. Percentage of public schools reporting the use of selected violence prevention program components, by selected school characteristics: School year 2009

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Table 22. Percentage of public schools reporting the use of selected violence prevention program components, by selected school characteristics: School year 2009–10


	Percentage of schools using selected violence prevention program components
School characteristic	Prevention curriculum, instruction, or training for students¹	Behavioral or behavior modification intervention for students	Counseling, social work, psychological, or therapeutic activity for students	Individual attention, mentoring, tutoring, or coaching of students by students²	Individual attention, mentoring, tutoring, or coaching of students by adults³	Recreational, enrichment, or leisure activities for students	Students’ involvement in resolving student conduct problems⁴	Programs to promote a sense of community or social integration among students
All public schools	87.1	91.9	93.2	58.1	90.8	84.6	47.8	82.3

Level⁵
Primary	90.3	94.3	93.6	55.8	91.7	84.8	46.7	84.0
Middle	89.5	93.2	95.7	62.7	94.0	91.3	52.3	84.7
High school	73.1	84.6	90.1	66.4	89.7	80.3	52.5	77.6
Combined	83.9	83.8	90.2	49.2	78.9	75.4	36.7	73.2

Enrollment size
Less than 300	83.7	85.1	87.6	46.6	84.7	81.3	38.7	75.1
300–499	89.5	95.4	94.4	57.7	92.8	84.0	49.1	83.4
500–999	88.9	93.4	94.7	62.3	92.2	86.6	49.0	85.4
1,000 or more	81.7	91.1	96.6	69.7	93.6	86.4	59.6	84.3

Urbanicity
City	88.2	94.7	94.4	64.0	94.7	90.5	54.7	86.7
Suburb	88.7	94.8	94.1	63.5	93.0	85.3	51.6	88.2
Town	87.4	94.2	94.9	56.7	89.4	81.4	40.9	78.1
Rural	84.5	85.7	90.5	48.7	86.1	80.4	41.7	75.0

Crime level where students live⁶
High	88.5	95.3	98.3	67.9	97.4	89.7	63.7	87.6
Moderate	86.5	92.5	92.5	60.2	90.0	87.3	42.7	84.2
Low	87.2	90.9	93.0	55.9	90.2	82.7	46.1	80.6
Mixed	86.8	93.0	92.4	58.8	91.2	85.3	55.4	83.9

Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students
Less than 5 percent	84.8	84.8	91.0	52.9	84.0	81.4	41.2	78.2
5 to less than 20 percent	86.7	91.7	92.1	55.7	89.3	81.7	43.3	81.3
20 to less than 50 percent	89.3	92.8	92.5	57.8	93.7	83.3	47.7	83.7
50 percent or more	86.9	94.2	95.3	62.0	92.6	88.7	53.6	83.7

Percent of students eligible for free or reduced-price lunch
0–20 percent	86.5	90.0	91.5	62.6	91.9	88.3	47.1	86.8
21–50 percent	86.4	90.3	92.6	59.0	90.4	81.9	47.7	81.1
More than 50 percent	87.8	93.4	94.1	56.1	90.8	85.1	48.1	81.7

Percent of students below 15th percentile on standardized tests
0–5 percent	86.2	90.1	91.5	55.7	87.9	83.8	45.6	83.1
6–15 percent	87.9	92.7	94.5	59.7	93.3	85.5	48.8	83.3
More than 15 percent	87.5	93.5	94.0	59.8	91.9	84.6	50.0	79.6

Percent of students likely to attend college
0–35 percent	85.2	90.3	91.1	54.3	89.1	82.0	42.8	77.0
36–60 percent	86.6	88.8	92.6	55.9	89.6	85.7	44.2	80.8
More than 60 percent	88.3	94.3	94.5	61.0	92.3	85.1	52.1	85.6

Percent of students who consider academic achievement important
0–25 percent	82.3	81.6	92.8	55.0	86.8	75.9	39.8	72.2
26–50 percent	83.8	90.6	91.4	53.5	88.8	78.7	39.8	71.8
51–75 percent	88.7	91.8	93.7	57.0	91.1	87.8	46.3	83.5
More than 75 percent	87.8	93.4	93.4	60.4	91.7	85.5	51.8	85.8

Percent male enrollment
0–44 percent	87.4	93.6	96.2	59.9	90.6	84.2	60.1	81.3
45–55 percent	87.3	91.9	93.4	57.4	91.1	84.5	46.4	82.5
More than 55 percent	85.5	89.7	89.0	61.6	89.0	85.8	47.0	82.1

Student-to-FTE ratio⁷
Less than 12 students	83.1	85.2	89.7	55.6	85.5	80.7	48.1	78.7
12–16 students	89.8	93.4	95.9	56.3	92.6	86.1	46.2	83.9
More than 16 students	86.1	92.7	92.0	60.4	91.0	84.6	49.1	82.1

Number of classroom changes ⁸
0–3 changes	87.0	92.2	92.0	56.7	87.5	80.5	48.2	78.0
4–6 changes	89.4	93.6	94.0	58.3	93.5	85.3	48.0	85.4
More than 6 changes	84.1	89.2	92.9	58.8	89.4	86.4	47.2	81.1

Regular use of law enforcement ⁹
Regular use	87.0	93.2	94.8	63.3	93.3	86.1	52.8	83.3
No regular use	87.2	90.9	92.0	54.2	88.9	83.5	44.1	81.6

Number of serious discipline problems¹⁰
No problems	87.1	91.9	93.0	58.2	89.8	84.5	48.2	82.4
1 problem	87.6	91.8	92.7	60.2	93.0	85.3	48.1	81.2
2 problems	90.6	93.3	94.6	52.9	94.1	81.2	48.1	81.1
3 or more problems	82.6	90.8	96.0	54.8	94.2	87.1	41.6	85.2

Transfers as a percentage of enrollment¹¹
Less than 6 percent	87.9	91.5	94.5	63.8	90.8	86.7	52.6	83.7
6 to less than 11 percent	91.7	93.4	95.5	56.3	92.3	88.7	47.0	86.3
11 to less than 21 percent	83.7	88.3	91.2	52.1	90.2	80.3	43.7	76.7
21 percent or more	86.0	94.6	92.2	60.7	90.2	83.6	48.3	83.5

Prevalence of schoolwide disruptions¹²
No disruptions	87.4	91.8	93.2	57.8	90.6	84.6	47.7	82.0
Any disruptions	82.6	92.8	93.3	63.6	95.0	84.3	50.1	87.7

Percent of students absent on a daily basis
0–2 percent	91.0	93.3	95.0	65.0	88.9	81.5	51.2	86.1
3–5 percent	87.9	92.6	93.1	56.8	91.5	85.9	46.7	82.5
6–10 percent	85.4	90.4	93.1	58.4	90.8	82.2	48.9	80.6
More than 10 percent	84.0	90.7	92.6	61.9	86.6	86.6	50.1	84.6

Prevalence of violent incidents¹³
No violent incidents	87.8	90.4	91.9	51.2	86.6	77.7	45.7	79.4
Any violent incidents	86.9	92.4	93.6	60.6	92.3	87.0	48.6	83.3
¹For example, social skills training.
^2,3These items are new to the 2009–10 School survey on Crime and Safety. Prior to the 2009–10 survey, these two items were combined into one.
⁴For example, conflict resolution, peer mediation, or student court.
⁵Primary schools are defined as schools in which the lowest grade is not higher than grade 3 and the highest grade is not higher than grade 8. Middle schools are defined as schools in which the lowest grade is not lower than grade 4 and the highest grade is not higher than grade 9. High schools are defined as schools in which the lowest grade is not lower than grade 9 and the highest grade is not higher than grade 12. Combined schools include all other combinations of grades, including K–12 schools.
⁶Respondents were asked, "How would you describe the crime level in the area(s) in which your students live?" Response options included "high level of crime," "moderate level of crime," "low level of crime," and "students come from areas with very different levels of crime."
⁷Student-to-FTE ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time-equivalent teachers and aides. The total number of full-time-equivalent teachers and aides is a combination of the full-time and part-time teachers and aides, including special education teachers and aides, with an adjustment to compensate for the part-time status.
⁸Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁹Respondents were asked, "During the 2009–10 school year, did you have any security guards, security personnel, or sworn law enforcement officers present at your school at least once a week?"
¹⁰Serious discipline problems include student racial/ethnic tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers other than verbal abuse, gang activities, and cult or extremist group activities. If a respondent reported that any of these problems occurred daily or weekly in their school, each was counted once in the total number of serious discipline problems.
¹¹Transfers as a percentage of enrollment combines the number of students who were transferred to a school and the number of students who were transferred from a school divided by the total number of students enrolled in the school.
¹²Schoolwide disruptions include actions that disrupted school activities such as death threats, bomb threats, and chemical, biological, or radiological threats. Respondents were instructed to exclude all fire alarms, including false alarms.
¹³Violent incidents include rape or attempted rape, sexual battery other than rape, physical attack or fight with or without a weapon, threat of physical attack with or without a weapon, and robbery with or without a weapon.
NOTE: Detail may not sum to totals because schools may have reported using more than one of these violence prevention program components. Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics (NCES), 2009–10 School Survey on Crime and Safety (SSOCS).

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