Table 30. Percentage of public schools reporting that their efforts to reduce or prevent crime at school were limited in a major or minor way due to specified school-level factors, by selected school characteristics: School year 2009

School Survey on Crime and Safety (SSOCS)

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Table 30. Percentage of public schools reporting that their efforts to reduce or prevent crime at school were limited in a major or minor way due to specified school-level factors, by selected school characteristics: School year 2009–10


School characteristic	Lack of or inadequate teacher training in classroom management	Lack of or inadequate alternative placements or programs for disruptive students	Likelihood of complaints from parents	Lack of teacher support for school policies	Lack of parental support for school policies	Teachers’ fear of student retaliation		Fear of litigation	Inconsistent application of school policies by faculty or staff
All public schools	37.6	60.0	30.1	21.5	44.6	15.8		29.4	44.1

Level¹
Primary	31.9	58.7	28.1	17.1	40.7	11.9		27.1	38.4
Middle	43.8	62.1	31.9	24.9	49.9	18.6		29.5	49.7
High school	49.8	59.4	32.0	33.3	49.0	26.0		31.8	57.5
Combined	43.1	66.0	37.8	24.3	52.5	19.3		42.7	49.2

Enrollment size
Less than 300	39.0	58.6	33.6	21.1	44.7	15.8		28.8	46.0
300–499	35.9	62.4	30.1	19.1	45.4	14.5		31.4	41.3
500–999	34.6	58.2	27.8	19.8	42.7	14.0		27.1	40.5
1,000 or more	49.3	62.1	30.6	34.8	47.9	25.5		32.8	60.1

Urbanicity
City	42.4	64.7	34.0	28.0	50.3	22.0		31.2	50.8
Suburb	32.9	55.4	26.3	19.2	38.9	13.8		26.0	42.8
Town	38.2	67.2	29.0	18.6	47.3	13.5		31.9	47.5
Rural	37.6	56.9	30.9	19.4	43.6	13.5		29.9	38.0

Crime level where students live²
High	48.9	68.7	40.3	36.3	63.0	29.0		28.6	54.4
Moderate	50.0	70.7	38.2	31.9	57.8	23.7		36.9	56.4
Low	31.1	53.7	26.5	15.6	36.7	11.6		26.4	38.1
Mixed	38.7	64.6	26.6	21.6	46.6	13.6		30.4	44.1

Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students
Less than 5 percent	38.7	60.8	30.9	17.7	44.7	12.7		30.2	43.1
5 to less than 20 percent	28.8	52.6	25.3	12.4	33.5	12.1		28.8	35.5
20 to less than 50 percent	32.7	55.5	23.7	20.4	42.2	14.1		26.9	40.7
50 percent or more	46.5	67.7	37.4	30.0	53.7	20.7		31.2	52.7

Percent of students eligible for free or reduced-price lunch
0–20 percent	19.7	37.6	18.7	12.0	27.1	10.5		25.5	33.1
21–50 percent	38.4	60.3	29.6	20.1	41.3	16.1		28.5	44.2
More than 50 percent	42.7	66.9	34.0	25.3	52.1	17.3		31.2	47.5

Percent of students below 15th percentile on standardized tests
0–5 percent	28.8	48.9	25.0	17.3	35.4	12.5		27.2	35.0
6–15 percent	38.1	65.7	30.4	19.2	45.0	15.0		30.7	46.4
More than 15 percent	51.5	69.9	38.2	31.9	59.2	22.5		31.2	55.8

Percent of students likely to attend college
0–35 percent	45.9	71.7	38.3	27.1	52.9	20.0		33.3	47.2
36–60 percent	40.8	64.2	30.4	22.7	49.7	17.2		31.2	46.8
More than 60 percent	32.0	52.3	26.3	18.2	37.8	13.1		26.7	41.2

Percent of students who consider academic achievement important
0–25 percent	55.1	78.2	46.3	39.5	65.6	18.5		35.6	60.7
26–50 percent	48.2	68.0	39.9	29.7	60.7	24.5		36.0	54.5
51–75 percent	42.2	65.1	33.0	24.7	49.5	18.4		33.8	47.5
More than 75 percent	30.1	52.9	24.0	15.4	34.9	11.6		24.4	37.5

Percent male enrollment
0–44 percent	38.6	58.0	38.9	24.4	41.1	18.5		34.6	42.3
45–55 percent	37.3	60.1	29.1	21.6	44.3	15.3		28.8	44.1
More than 55 percent	38.6	61.1	29.3	17.7	49.5	16.8		29.5	46.1

Student-to-FTE ratio³
Less than 12 students	34.9	57.8	33.2	22.2	46.4	15.5		33.7	42.2
12–16 students	38.3	60.2	29.6	21.9	47.4	16.8		28.0	44.5
More than 16 students	37.8	60.5	29.5	20.9	41.5	15.0		29.2	44.4

Number of classroom changes⁴
0–3 changes	31.5	54.6	27.5	17.1	37.3	10.4		26.7	36.1
4–6 changes	37.5	61.7	29.1	22.5	43.9	17.2		27.8	43.9
More than 6 changes	42.0	61.4	33.4	23.2	50.6	17.6		33.6	50.1

Regular use of law enforcement ⁵
Regular use	44.8	63.3	35.9	29.1	51.1	21.7		33.2	49.8
No regular use	32.2	57.5	25.7	15.8	39.6	11.4		26.6	39.9

Number of serious discipline problems⁶
No problems	30.3	55.1	26.2	15.9	39.2	11.8		26.0	37.2
1 problem	50.3	67.0	39.8	31.6	54.9	22.0		38.3	58.6
2 problems	58.6	81.0	35.4	34.1	59.4	18.9		31.2	60.7
3 or more problems	73.3	82.1	45.9	50.6	67.9	44.6		44.0	73.7

Transfers as a percentage of enrollment⁷
Less than 6 percent	29.9	47.1	29.1	19.5	35.3	13.3		27.5	37.7
6 to less than 11 percent	38.4	60.9	31.1	19.3	45.7	15.8		31.4	44.7
11 to less than 21 percent	40.0	62.6	27.6	22.5	46.3	15.5		27.9	45.5
21 percent or more	41.5	68.4	32.7	24.2	50.3	18.4		31.2	48.1

Prevalence of schoolwide disruptions⁸
No disruptions	37.5	59.7	30.4	21.0	44.2	15.2		29.2	43.2
Any disruptions	39.8	64.8	24.1	29.9	51.6	26.4		34.0	61.2

Percent of students absent on a daily basis
0–2 percent	25.4	46.9	26.0	11.3	24.7	8.2	!	15.8	31.9
3–5 percent	33.6	57.0	28.3	18.5	41.2	14.2		30.0	41.6
6–10 percent	46.1	68.2	33.6	27.7	53.3	19.1		30.3	49.3
More than 10 percent	48.4	62.0	35.5	31.7	56.1	24.8		34.4	57.1

Prevalence of violent incidents⁹
No violent incidents	24.9	46.3	23.3	13.0	31.0	9.7		24.0	26.6
Any violent incidents	42.1	64.8	32.5	24.5	49.3	18.0		31.3	50.3
!Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate's value.
¹Primary 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.
²Respondents 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."
³Student-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.
⁴Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁵Respondents 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?"
⁶Serious 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.
⁷Transfers 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.
⁸Schoolwide 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.
⁹Violent 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: Respondents were asked to rate the level of limitation in their school's efforts to reduce or prevent crime for each factor. Survey response options included "limits in major way," "limits in minor way," or "does not limit." The estimates in this table represent only those schools that reported limitations in a major or minor way. 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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