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Table 28.  Mean number of practices for monitoring students used per school, and the percentage of public schools that monitored students in specified ways, by selected school characteristics: School year 2009–10

 
      Percentage of schools that monitored students in specified ways
School characteristic Mean number of practices for monitoring students used per school1   Require students to wear uniforms   Enforce a strict dress code   Provide electronic notification to parents in case of a school-wide emergency   Provide anonymous threat reporting system   Require faculty and staff to wear badges or picture IDs   Provide telephones in most classrooms   Provide two-way radios to any staff
All public schools 3.8   18.9   56.9   63.1   35.9   62.9   74.0   73.3
                               
Level2                              
Primary 3.8   21.5   49.3   61.1   30.1   67.6   72.7   75.4
Middle 4.3   19.3   73.9   70.9   47.7   62.8   77.2   77.5
High school 3.9   9.7   62.5   66.6   45.6   58.3   77.8   72.3
Combined 3.2   15.1   63.8   52.8   33.2   35.9   68.4   49.1
                               
Enrollment size                              
Less than 300 3.2   15.4   53.2   51.5   28.1   42.4   69.5   60.4
300–499 3.8   17.1   54.0   62.2   32.2   67.2   73.8   76.5
500–999 4.1   23.5   59.5   68.5   37.9   69.5   74.4   77.3
1,000 or more                              
                               
Urbanicity 4.4   15.9   64.0   72.0   56.0   71.7   82.6   78.6
City 4.1   35.1   62.0   58.6   38.0   63.5   74.1   74.4
Suburb 4.1   19.3   52.4   70.2   36.2   75.6   80.0   77.8
Town 3.7   10.2   56.4   62.3   38.5   61.5   71.9   70.8
Rural 3.5   8.8   57.0   60.6   32.6   51.0   69.2   69.4
                               
Crime level where students live3                              
High 4.2   57.6   72.5   56.1   38.4   60.5   68.4   68.6
Moderate 4.1   30.9   67.6   62.2   39.7   64.8   69.6   71.4
Low 3.7   7.6   49.5   63.8   33.4   61.6   75.6   73.7
Mixed 4.2   27.1   62.5   65.6   39.3   66.7   77.3   77.7
                               
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                               
Less than 5 percent 3.3     44.8   64.0   29.2   49.6   78.8   67.5
5 to less than 20 percent 3.6   1.8 ! 45.3   69.0   30.4   67.3   76.5   74.5
20 to less than 50 percent 3.8   10.6   54.6   62.3   38.4   69.8   72.7   74.7
50 percent or more 4.2   43.5   71.2   59.1   40.6   60.4   71.2   73.9
                               
Percent of students eligible for free or reduced-price lunch                              
0–20 percent 3.9   4.9   44.4   75.5   34.0   70.7   84.2   80.0
21–50 percent 3.7   5.8   49.5   65.6   36.1   64.3   78.3   74.3
More than 50 percent 3.9   31.2   65.3   57.7   36.3   59.6   68.1   70.6
                               
Percent of students below 15th percentile on standardized tests                              
0–5 percent 3.8   12.2   51.9   61.6   33.8   63.5   76.5   76.4
6–15 percent 3.8   14.7   57.2   64.0   38.5   64.5   72.4   72.0
More than 15 percent 4.0   36.5   64.7   64.2   35.4   59.4   72.1   70.1
                               
Percent of students likely to attend college                              
0–35 percent 3.8   25.3   62.6   57.0   35.0   60.2   68.2   68.6
36–60 percent 3.7   20.8   60.5   60.6   33.4   58.7   71.5   69.5
More than 60 percent 3.9   14.9   52.2   67.2   37.7   66.5   78.0   77.6
                               
Percent of students who consider academic achievement important                              
0–25 percent 3.6   27.5   55.3   48.5   29.6   57.1   68.8   74.3
26–50 percent 3.8   19.5   60.3   63.1   34.6   62.8   72.6   67.0
51–75 percent 3.8   19.6   61.4   62.1   37.0   59.8   71.5   70.2
More than 75 percent 3.9   17.3   53.6   65.3   36.4   65.2   76.3   76.7
                               
Percent male enrollment                              
0–44 percent 3.7   27.0   59.0   55.3   31.3   55.0   67.5   72.5
45–55 percent 3.9   17.7   56.6   64.2   37.3   64.5   74.8   73.9
More than 55 percent 3.7   20.0   57.0   62.4   29.5   57.7   74.3   69.6
                               
Student-to-FTE ratio4                              
Less than 12 students 3.5   17.2   57.8   60.3   34.6   51.8   68.6   59.7
12–16 students 3.9   21.2   56.7   63.7   35.1   67.0   70.9   72.9
More than 16 students 3.9   17.4   56.7   63.5   37.0   62.9   78.4   78.1
                               
Number of classroom changes5                              
0–3 changes 3.8   23.6   50.2   55.7   31.4   62.1   74.8   77.9
4–6 changes 3.9   19.0   56.3   63.7   34.9   67.6   73.6   73.4
More than 6 changes 3.9   15.3   62.5   67.5   40.5   56.9   73.9   70.0
                               
Regular use of law enforcement 6                              
Regular use 4.1   23.3   64.6   68.0   43.6   63.8   74.4   76.1
No regular use 3.6   15.6   51.1   59.5   30.1   62.2   73.6   71.2
                               
Number of serious discipline problems7                              
No problems 3.8   18.0   55.3   62.0   34.7   63.3   72.8   71.9
1 problem 4.0   16.8   59.0   64.6   37.4   59.7   80.2   79.6
2 problems 4.0   21.1   59.7   72.0   43.1   63.8   68.1   74.3
3 or more problems 4.2   34.2   68.6   65.0   39.7   66.0   75.0   71.9
                               
Transfers as a percentage of enrollment8                              
Less than 6 percent 3.7   13.8   52.9   65.4   29.6   58.9   78.1   73.4
6 to less than 11 percent 3.9   17.7   57.6   67.1   37.3   63.2   76.1   73.2
11 to less than 21 percent 3.8   13.6   55.1   61.4   38.8   65.4   75.3   72.3
21 percent or more 3.9   30.0   61.8   59.2   37.5   63.7   66.9   74.4
                               
Prevalence of schoolwide
disruptions9
                             
No disruptions 3.8   18.6   56.8   62.9   34.9   62.6   73.7   73.1
Any disruptions 4.3   23.1   58.7   67.5   53.7   68.6   79.7   77.1
                               
Percent of students absent on a daily basis                               
0–2 percent 3.6   15.0   49.3   56.8   36.0   61.2   80.0   57.9
3–5 percent 3.9   17.6   56.0   64.4   35.4   67.4   73.9   76.1
6–10 percent 3.8   19.8   59.5   63.0   37.5   57.0   74.2   72.1
More than 10 percent 3.7   32.0   60.8   56.9   32.0   48.2   66.7   68.8
                               
Prevalence of violent incidents10                              
No violent incidents 3.7   16.2   50.2   62.4   30.8   64.2   73.3   72.7
Any violent incidents 3.9   19.8   59.3   63.4   37.7   62.4   74.2   73.5
!Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
1Data represent the mean number of "yes" responses to the practices listed.
2Primary 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.
3Respondents 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."
4Student-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.
5Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
6Respondents 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?"
7Serious 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.
8Transfers 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.
9Schoolwide 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.
10Violent 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).