|
All public schools |
41.6 |
|
9.2 |
|
27.3 |
|
61.5 |
|
2.0 |
! |
|
|
|
|
|
|
|
|
|
|
|
Level1 |
|
|
|
|
|
|
|
|
|
|
Primary |
39.4 |
|
5.8 |
! |
27.7 |
|
63.6 |
|
2.9 |
! |
Middle |
45.2 |
|
12.3 |
|
23.9 |
|
62.7 |
|
1.1 |
! |
High School |
52.0 |
|
14.3 |
|
30.1 |
|
54.5 |
|
‡ |
|
Combined |
27.9 |
|
‡ |
|
‡ |
|
‡ |
|
‡ |
|
|
|
|
|
|
|
|
|
|
|
|
Enrollment size
| |
|
|
|
|
|
|
|
|
|
Less than 300
| 30.9 |
|
7.6 |
! |
20.5 |
|
69.5 |
|
‡ |
|
300–499
| 39.7 |
|
7.9 |
|
31.4 |
|
59.5 |
|
‡ |
|
500–999
| 45.1 |
|
9.6 |
|
24.7 |
|
62.7 |
|
3.0 |
! |
1,000 or more
| 56.6 |
|
11.9 |
|
34.5 |
|
52.9 |
|
‡ |
|
| |
|
|
|
|
|
|
|
|
|
Locale
| |
|
|
|
|
|
|
|
|
|
City
| 47.0 |
|
9.7 |
|
31.8 |
|
56.6 |
|
‡ |
|
Suburb
| 44.5 |
|
8.6 |
|
29.9 |
|
59.5 |
|
‡ |
|
Town
| 33.9 |
|
17.0 |
|
24.7 |
|
54.2 |
|
‡ |
|
Rural
| 36.3 |
|
5.8 |
! |
18.7 |
|
74.2 |
|
‡ |
|
| |
|
|
|
|
|
|
|
|
|
Crime level where students live2 | |
|
|
|
|
|
|
|
|
|
High
| 51.5 |
|
6.3 |
! |
42.2 |
|
51.5 |
|
‡ |
|
Moderate
| 43.9 |
|
12.6 |
! |
30.8 |
|
56.3 |
|
‡ |
|
Low
| 38.7 |
|
8.8 |
|
23.6 |
|
65.3 |
|
2.3 |
! |
Mixed
| 43.8 |
|
7.2 |
|
24.2 |
|
62.9 |
|
‡ |
|
| |
|
|
|
|
|
|
|
|
|
Percent combined enrollment of Black, Hispanic, Asian, Pacific Islander, and American Indian/ Alaska Native students, and students of Two or more races
| |
|
|
|
|
|
|
|
|
|
Less than 5 percent
| 39.4 |
|
‡ |
|
14.6 |
! |
76.3 |
|
‡ |
|
5 to less than 20 percent
| 39.8 |
|
12.3 |
|
24.1 |
|
58.9 |
|
4.8 |
! |
20 to less than 50 percent
| 42.6 |
|
11.4 |
|
25.0 |
|
62.4 |
|
‡ |
|
50 percent or more
| 42.4 |
|
6.0 |
|
32.4 |
|
60.4 |
|
‡ |
|
| |
|
|
|
|
|
|
|
|
|
Percent of students below 15th percentile on standardized tests
| |
|
|
|
|
|
|
|
|
|
0–5 percent
| 39.8 |
|
10.0 |
|
28.2 |
|
57.7 |
|
4.2 |
! |
6–15 percent
| 41.2 |
|
10.8 |
|
20.3 |
|
66.6 |
|
2.2 |
! |
More than 15 percent
| 43.4 |
|
6.8 |
|
34.2 |
|
58.6 |
|
‡ |
|
| |
|
|
|
|
|
|
|
|
|
Percent of students likely to attend college
| |
|
|
|
|
|
|
|
|
|
0–35 percent
| 38.2 |
|
4.2 |
! |
28.6 |
|
67.1 |
|
‡ |
|
36–60 percent
| 37.4 |
|
12.8 |
|
29.9 |
|
56.6 |
|
‡ |
|
More than 60 percent
| 44.6 |
|
9.2 |
|
26.0 |
|
61.7 |
|
3.2 |
! |
| |
|
|
|
|
|
|
|
|
|
Percent of students who consider academic achievement very important
| |
|
|
|
|
|
|
|
|
|
0–25 percent
| 37.5 |
|
‡ |
|
28.4 |
! |
70.8 |
|
‡ |
|
26–50 percent
| 41.9 |
|
8.9 |
! |
31.7 |
|
57.3 |
|
‡ |
|
51–75 percent
| 39.1 |
|
11.0 |
|
26.9 |
|
60.9 |
|
‡ |
|
More than 75 percent
| 43.4 |
|
9.1 |
|
26.0 |
|
62.3 |
|
2.6 |
! |
| |
|
|
|
|
|
|
|
|
|
Percent male enrollment
| |
|
|
|
|
|
|
|
|
|
0–44 percent
| 42.5 |
|
3.6 |
! |
25.1 |
! |
66.5 |
|
‡ |
|
45–55 percent
| 41.9 |
|
10.2 |
|
26.9 |
|
61.1 |
|
1.7 |
! |
More than 55 percent
| 38.1 |
|
3.7 |
! |
33.3 |
|
60.5 |
|
‡ |
|
| |
|
|
|
|
|
|
|
|
|
Student-to-FTE ratio3 |
|
|
|
|
|
|
|
|
|
|
Less than 12 students
| 36.3 |
|
11.0 |
! |
21.0 |
|
65.9 |
|
‡ |
|
12–16 students
| 44.1 |
|
10.4 |
|
32.0 |
|
56.6 |
|
‡ |
|
More than 16 students
| 41.3 |
|
7.8 |
|
25.4 |
|
64.0 |
|
2.8 |
! |
|
| | | | | | | | | |
Number of classroom changes4 | | | | | | | | | | |
0–3 changes | 41.6 | | 3.9 | ! | 22.0 | | 71.1 | | ‡ | |
4–6 changes | 41.4 | | 9.4 | | 31.1 | | 57.7 | | ‡ | |
More than 6 changes | 41.8 | | 12.7 | | 26.1 | | 59.5 | | ‡ | |
| | | | | | | | | | |
Regular use of security staff5 | | | | | | | | | | |
Regular use | 48.0 | | 10.1 | | 29.1 | | 59.2 | | 1.6 | ! |
No regular use | 33.3 | | 7.3 | | 24.1 | | 65.8 | | ‡ | |
|
|
|
|
|
|
|
|
|
|
|
Number of serious discipline problems6
| | | | | | | | | | |
No problems | 41.2 | | 8.3 | | 27.1 | | 62.9 | | 1.7 | ! |
1 problem | 41.3 | | 12.6 | ! | 25.9 | | 56.3 | | ‡ | |
2 problems | 42.8 | | 9.1 | ! | 29.0 | | 61.4 | | ‡ | |
3 or more problems | 50.2 | | 16.4 | ! | 34.8 | | 47.3 | | ‡ | |
| | | | | | | | | | |
Transfers as a percentage of enrollment7 | | | | | | | | | | |
Less than 6 percent | 44.1 | | 7.6 | | 24.1 | | 64.2 | | 4.1 | ! |
6 to less than 11 percent | 37.3 | | 12.3 | | 26.8 | | 58.3 | | ‡ | |
11 to less than 21 percent | 40.2 | | 8.7 | | 27.8 | | 62.4 | | 1.1 | ! |
21 percent or more | 44.4 | | 9.0 | ! | 31.3 | | 59.8 | | ‡ | |
| | | | | | | | | | |
Prevalence of schoolwide disruptions8 | | | | | | | | | | |
No disruptions | 40.1 | | 9.2 | | 26.4 | | 62.3 | | 2.2 | ! |
Any disruptions | 57.2 | | 9.1 | ! | 34.5 | | 55.5 | | ‡ | |
| | | | | | | | | | |
Percent of students absent
on a daily basis | | | | | | | | | | |
0–2 percent | 34.1 | | 7.9 | ! | 17.2 | ! | 71.0 | | ‡ | |
3–5 percent | 40.9 | | 8.0 | | 25.1 | | 65.2 | | 1.6 | ! |
6–10 percent | 44.0 | | 12.5 | | 34.3 | | 51.2 | | ‡ | |
More than 10 percent | 48.3 | | 6.2 | ! | 27.6 | | 62.9 | | ‡ | |
| | | | | | | | | | |
Prevalence of violent incidents
9
| | | | | | | | | | |
No violent incidents | 35.3 | | 2.9 | ! | 24.9 | | 71.4 | | ‡ | |
Any violent incidents | 44.4 | | 11.4 | | 28.2 | | 57.9 | | 2.5 | ! |
!Interpret data with caution. The coefficient of variation (CV) for this estimate is between 30 and 50 percent. |
‡ Reporting standards not met. Either there are too few cases for a reliable estimate or the coefficient of variation (CV) is 50 percent or greater. |
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. |
5Regular use of security staff includes full- or part-time school resource officers, sworn law enforcement officers, or security guards or security personnel present at school at least once a week. |
6Serious discipline problems include student racial/ethnic tensions, student bullying, student sexual harassment of other students, student harassment of other students based on sexual orientation, student harassment of other students based on gender identity, widespread disorder in classrooms, student verbal abuse of teachers, student acts of disrespect for teachers other than verbal abuse, and gang 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 assault other than rape (including threatened rape), physical attack or fight with or without a weapon, threat of physical attack with or without a weapon, and robbery (taking things by force) with or without a weapon. |
NOTE: A threat assessment team is a formalized group of persons who meet on a regular basis with the common purpose of identifying, assessing, and managing students who may pose a threat of targeted violence in schools. Responses were provided by the principal or the person most knowledgeable about school crime and policies to provide a safe environment. |
SOURCE: U.S. Department of Education, National Center for Education Statistics, 2015–16 School Survey on Crime and Safety (SSOCS), 2016. |