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Table 31.  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 non-school-level factors, by selected school characteristics: School year 2009–10

 
School characteristic Inadequate funds   Fear of district or state reprisal   Federal, state, or district policies on disciplining special education students1   Federal policies on discipline and safety other than those for special education students1   State or district policies on discipline and safety other than those for special education students1
All public schools 61.8   16.0   53.7   32.4   32.4
                   
Level2                  
Primary 57.2   14.2   50.4   30.8   30.1
Middle 63.9   16.8   61.0   34.4   35.2
High school 70.3   20.5   58.5   36.7   38.4
Combined 75.9   19.1   52.8   31.7   31.3
                   
Enrollment size                  
Less than 300 64.4   17.4   52.5   33.5   30.8
300–499 64.7   17.0   52.2   33.9   32.8
500–999 56.1   12.6   53.2   29.2   30.9
1,000 or more 67.2   21.4   62.5   36.4   39.4
                   
Urbanicity                  
City 62.9   20.8   59.2   40.9   39.3
Suburb 58.1   12.9   51.1   26.5   28.1
Town 69.1   16.8   57.2   33.8   33.1
Rural 60.9   14.4   50.0   30.2   30.1
                   
Crime level where students live3                  
High 68.4   25.7   57.9   48.9   47.2
Moderate 68.4   20.4   64.0   42.0   42.9
Low 57.3   13.4   48.6   27.8   27.3
Mixed 67.1   14.3   56.5   27.3   28.5
                   
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                   
Less than 5 percent 67.8   12.3   53.3   33.1   30.6
5 to less than 20 percent 56.2   12.1   48.8   26.6   26.1
20 to less than 50 percent 61.0   13.6   51.9   25.9   27.2
50 percent or more 64.0   21.7   58.6   40.5   40.8
                   
Percent of students eligible for free or reduced-price lunch                  
0–20 percent 48.2   9.5   37.5   19.7   20.0
21–50 percent 62.5   12.8   51.7   28.9   28.7
More than 50 percent 65.8   20.0   60.1   38.5   38.5
                   
Percent of students below 15th percentile on standardized tests                  
0–5 percent 54.3   14.5   45.1   26.9   26.6
6–15 percent 64.0   14.1   60.1   33.1   33.7
More than 15 percent 71.1   21.3   58.5   40.6   40.0
                   
Percent of students likely to attend college                  
0–35 percent 67.0   21.5   58.2   37.8   38.0
36–60 percent 66.5   17.0   58.6   36.6   35.7
More than 60 percent 56.9   12.9   48.9   27.6   27.9
                   
Percent of students who consider academic achievement important                  
0–25 percent 69.7   25.9   56.4   43.7   42.7
26–50 percent 69.6   21.1   58.1   40.0   38.6
51–75 percent 68.5   18.6   60.9   37.1   38.9
More than 75 percent 55.1   12.0   48.3   26.4   25.9
                   
Percent male enrollment                  
0–44 percent 61.7   20.8   51.9   37.0   35.1
45–55 percent 61.3   15.4   53.7   31.2   31.6
More than 55 percent 66.5   15.5   55.7   37.6   35.3
                   
Student-to-FTE ratio4                  
Less than 12 students 56.8   19.3   48.8   32.5   30.3
12–16 students 60.1   16.2   56.3   33.1   32.5
More than 16 students 64.9   14.7   53.2   31.8   32.9
                   
Number of classroom changes5                  
0–3 changes 51.3   15.6   48.8   29.6   29.4
4–6 changes 64.2   15.6   53.9   33.3   33.0
More than 6 changes 66.0   16.9   57.1   33.2   33.5
                   
Regular use of law enforcement6                  
Regular use 64.9   20.5   59.6   39.0   38.8
No regular use 59.5   12.6   49.4   27.5   27.5
                   
Number of serious discipline problems7                  
No problems 57.2   11.9   48.4   27.7   26.7
1 problem 72.2   24.5   65.3   40.9   42.4
2 problems 73.1   21.9   72.4   45.1   47.6
3 or more problems 79.0   37.5   70.7   54.7   59.9
                   
Transfers as a percentage of enrollment8                  
Less than 6 percent 54.6   13.6   44.0   25.4   25.0
6 to less than 11 percent 62.3   15.3   52.4   33.0   33.4
11 to less than 21 percent 63.5   17.6   54.9   34.0   33.6
21 percent or more 66.4   17.1   62.6   36.7   37.0
                   
Prevalence of schoolwide
disruptions9
                 
No disruptions 61.5   15.9   53.3   32.3   32.2
Any disruptions 67.3   16.8   61.8   35.0   34.7
                   
Percent of students absent on a daily basis                   
0–2 percent 44.7   13.3   44.3   23.9   18.4
3–5 percent 59.1   14.0   51.6   30.3   30.9
6–10 percent 68.9   18.9   60.3   37.5   37.4
More than 10 percent 73.2   24.7   52.0   37.7   36.8
                   
Prevalence of violent incidents10                  
No violent incidents 48.0   13.4   41.2   23.7   22.7
Any violent incidents 66.7   16.9   58.2   35.5   35.8
1A special education student was defined for respondents as "a child with a disability, defined as mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities, and who needs special education and related services and receives these under the Individuals with Disabilities Education Act (IDEA)."
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: 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).