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Table 26.  Mean number of practices for monitoring access to campus used per school, and the percentage of public schools that monitored access to campus in specified ways, by selected school characteristics: School year 2009–10

 
 
      Percentage of schools that monitored access to campus in specified ways
School characteristic Mean number of practices for monitoring access to campus used per school1   Require visitors to sign or check in   Control access to school buildings during school hours2   Control access to school grounds during school hours3   Require students to pass through metal detectors each day   Perform one or more random metal detector checks on students   Close the campus for most students during lunch  
All public schools 3.1   99.3   91.7   46.0   1.4   5.2   66.9  
                             
Level4                            
Primary 3.1   99.3   93.8   50.8     1.9   61.9  
Middle 3.3   99.8   94.4   41.9   1.5 ! 9.4   78.3  
High school 3.2   99.3   85.9   42.8   4.8   12.0   72.0  
Combined 2.8   97.7   80.6   25.4   3.8 ! 6.9 ! 68.6  
                             
Enrollment size                            
Less than 300 2.9   97.3   88.6   37.5   0.9 ! 2.8 ! 64.8  
300–499 3.1   99.9   93.0   45.3   1.0 ! 3.9   64.4  
500–999 3.2   99.8   93.7   49.1   1.1   5.2   67.9  
1,000 or more 3.4   99.7   88.4   55.8   4.0   13.6   75.3  
                             
Urbanicity                            
City 3.3   99.7   93.1   58.7   3.7   10.6   65.9  
Suburb 3.1   99.9   92.8   46.6   0.9 ! 3.4   66.3  
Town 3.1   99.2   92.9   45.4     5.0 ! 69.4  
Rural 2.9   98.2   89.0   34.9     2.3   67.3  
                             
Crime level where students live5                            
High 3.7   99.8   93.0   68.2   8.9   21.8   73.9  
Moderate 3.2   99.7   91.7   54.9   1.8 ! 6.0   66.0  
Low 3.0   98.9   92.0   38.7   0.3 ! 2.3   65.4  
Mixed 3.2   99.9   90.0   50.7   1.2 ! 7.5   71.5  
                             
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                            
Less than 5 percent 2.9   96.2   95.3   26.4     1.8 ! 65.6  
5 to less than 20 percent 2.9   99.8   91.4   30.6       65.9  
20 to less than 50 percent 3.1   99.8   89.5   48.7     3.4   66.3  
50 percent or more 3.4   99.7   92.1   62.6   3.4   10.9   68.6  
                             
Percent of students eligible for free or reduced-price lunch                            
0–20 percent 2.9   97.8   91.4   35.3     1.0 ! 63.6  
21–50 percent 3.0   99.9   91.6   38.8   0.2 ! 2.2   70.2  
More than 50 percent 3.2   99.3   91.9   53.8   2.4   8.4   66.0  
                             
Percent of students below 15th percentile on standardized tests                            
0–5 percent 3.0   99.1   93.5   42.8   0.7 ! 2.6   63.0  
6–15 percent 3.1   99.5   90.8   46.0   0.9 ! 4.8   71.5  
More than 15 percent 3.2   99.2   90.3   51.5   3.1   10.2   66.6  
                             
Percent of students likely to attend college                            
0–35 percent3.2 98.6 88.9 52.6 1.7!8.0 66.3  
36–60 percent3.1 98.9 92.1 44.0 1.3 5.9 69.9  
More than 60 percent3.1 99.8 92.8 44.2 1.2!3.5 65.5  
                
Percent of students who consider academic achievement important               
0–25 percent3.2 100.0 6 91.9 47.4  13.7 65.7  
26–50 percent3.1 97.9 85.8 46.4 2.6!7.8 70.0  
51–75 percent3.2 98.7 93.5 48.4 0.6!3.8 70.1  
More than 75 percent3.1 99.9 92.4 44.4 1.4 4.3 64.4  
                
Percent male enrollment               
0–44 percent3.2 97.9 91.9 53.1 3.8!7.4 62.1  
45–55 percent3.1 99.6 91.6 44.8 1.0 5.1 67.8  
More than 55 percent3.1 98.1 92.6 48.1 1.5!3.6 64.9  
                
Student-to-FTE ratio7               
Less than 12 students3.0 97.1 89.0 41.3 2.3!5.4 61.2  
12–16 students3.1 99.5 93.1 43.2 1.3 5.0 62.9  
More than 16 students3.2 99.7 91.4 50.0 1.1!5.2 72.2  
                
Number of classroom changes8               
0–3 changes3.1 98.6 92.0 55.5  2.3!59.4  
4–6 changes3.1 99.8 93.3 46.5 0.7!5.4 66.8  
More than 6 changes3.1 98.9 89.3 38.5 3.0 7.0 72.5  
                
Regular use of law enforcement9               
Regular use3.2 99.7 91.0 48.9 3.1 10.1 71.7  
No regular use3.0 98.9 92.3 43.8  1.5 63.4  
                
Number of serious discipline problems10               
No problems3.0 99.2 91.5 45.4 0.9 3.9 64.0  
1 problem3.2 99.3 93.0 46.9 1.9!6.8 76.2  
2 problems3.2 99.4 89.8 45.3 3.9!9.7 68.6  
3 or more problems3.4 99.8 93.2 51.8 2.8!12.8 74.8  
                
Transfers as a percentage of enrollment11               
Less than 6 percent3.0 98.8 90.9 42.5 1.2!2.8 63.5  
6 to less than 11 percent3.0 99.4 88.6 45.1 1.5!4.9 65.2  
11 to less than 21 percent3.1 99.3 93.2 41.8 1.1 4.8 67.7  
21 percent or more3.3 99.5 93.7 54.4 1.7 7.9 70.8  
                             
Prevalence of schoolwide
disruptions12
                           
No disruptions 3.1 99.2 91.9 45.5 1.2 4.9 66.7  
Any disruptions 3.3 100.0689.5 56.0 3.8!10.8 70.9  
                
Percent of students absent on a daily basis                  
0–2 percent2.9 93.6 86.6 43.9  1.8!64.3  
3–5 percent3.1 99.9 92.4 44.3 0.6!3.4 66.7  
6–10 percent3.2 99.8 91.1 48.4 1.8 7.5 67.5  
More than 10 percent3.4 95.8 94.7 53.7 8.7 16.0 69.5  
                
Prevalence of violent incidents 13               
No violent incidents2.9 98.2 91.8 43.7 0.6!1.8!52.3  
Any violent incidents3.2 99.6 91.7 46.8 1.6 6.4 72.1  
!Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
‡Reporting standards not met. The standard error represents more than 50 percent of the estimate.
1Data represent the mean number of "yes" responses to the practices listed.
2Examples of controlled access to school buildings provided to respondents were locked or monitored doors.
3Examples of controlled access to school grounds provided to respondents were locked or monitored gates.
4Primary 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.
5Respondents 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."
6Rounds to 100.
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: Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school. Detail may not sum to totals because schools may have reported using more than one of these practices.
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).