Table 21. Percentage of public elementary schools reporting the use of selected policies to prevent or reduce violence, by selected school characteristics: 1999

School Survey on Crime and Safety (SSOCS)

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Table 21. Percentage of public elementary schools reporting the use of selected policies to prevent or reduce violence, by selected school characteristics: 1999–2000

School characteristic	Training, supervision, or technical assistance in classroom management for teachers	Review, revision, or monitoring of school-wide discipline practices and procedures	Training faculty or staff in crime prevention	Reorganizing school, grades, or schedules¹	Architectural environmental modifications	Regularly used paid law enforcement²
All public elementary schools	67	89	31	20	29	37

Enrollment size
Less than 300	57	86	31	11	27	22
300–499	69	89	29	17	27	36
500–999	71	92	32	31	33	46
1,000 or more	79	94	33	9	32	57

Urbanicity
City	77	94	43	29	31	53
Urban fringe	64	88	27	20	31	36
Town	72	93	30	23	33	30
Rural	60	86	23	12	25	26

Crime level where students live³
High	86	95	48	41	30	62
Moderate	78	89	45	27	33	46
Low	63	88	25	16	28	30
Mixed	58	94	29	20	30	44

Percent minority enrollment³
0–5 percent	65	86	26	13	26	23
6–20 percent	58	83	20	17	29	32
21–50 percent	65	92	37	22	33	29
More than 50 percent	77	95	40	29	31	57

Percent of students eligible for free/reduced-price lunch
0–20 percent	61	91	16	13	25	28
21–50 percent	64	87	29	17	31	28
More than 50 percent	73	90	40	27	31	48

Percent of students below 15th percentile on standardized tests
0–5 percent	69	91	30	22	29	33
6–15 percent	63	86	27	15	29	33
More than 15 percent	71	92	35	25	30	45

Percent of students likely to attend college
0–35 percent	69	88	32	30	31	46
36–60 percent	65	90	31	16	29	33
More than 60 percent	68	90	29	16	28	32

Percent of students who consider academic achievement important
0–25 percent	66	85	29	32	35	55
26–50 percent	64	90	28	16	28	34
51–75 percent	71	89	32	23	30	45
More than 75 percent	66	89	31	18	29	29

Percent male enrollment
0–44 percent	76	89	32	26	28	43
45–55 percent	66	89	28	17	30	35
More than 55 percent	66	93	45	32	29	40

Student/teacher ratio³,⁴
Less than 12	64	87	32	16	31	35
12–16	70	90	34	20	29	40
More than 16	67	92	26	23	30	39

Number of classroom changes³
0–3 changes	69	89	36	24	28	36
4–6 changes	66	89	28	19	31	35
More than 6 changes	68	90	26	19	28	44

Use of paid law enforcement²
Regular use	74	93	36	28	36	100
No regular use	63	87	27	16	25	†

Number of serious discipline problems⁵
No problems	64	87	29	16	28	30
1 problem	75	93	30	24	33	51
2 problems	63	92	37	30	35	44
3 or more problems	82	94	39	39	30	56

Transfers as percentage of enrollment³,⁶
0 to 6 percent	58	89	23	14	16	30
6 to 11 percent	75	88	37	21	29	36
11 to 21 percent	72	89	32	19	36	37
21 percent or more	64	90	32	24	33	40

Prevalence of schoolwide disruptions³,⁷
No disruptions	67	89	31	20	30	38
Any disruptions	56	90	26	15	30	37

Percent of students absent without excuses
None	62	85	21	14	22	30
1–2 percent	65	89	28	20	32	33
3–5 percent	76	93	39	26	32	41
6–10 percent	62	88	33	18	26	61
More than 10 percent	74	94	51	30	24	49

Prevalence of violent incidents³,⁸
No violent incidents	66	87	35	18	26	33
Any violent incidents	68	91	28	22	32	39
† Not applicable.
¹ For example, schools within a school, "houses" or "teams" of students.
² Schools were included as regularly using paid law enforcement if they reported the use of paid law enforcement during any of the following times: at any time during school hours, while students were arriving or leaving, at selected school activities (e.g., athletic and social events, open houses, science fairs), or at any other time that the respondent specified.
³ Some schools are omitted from these categories because of missing data on their school characteristics. For this reason, the detailed results do not sum to the totals. See appendix J of 2000 School Survey on Crime and Safety (SSOCS) Detailed Data Documentation (NCES 2004-307) for further information.
⁴ Student/teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time equivalent teachers. The total number of full-time equivalent teachers is a combination of the full-time and part-time teachers, including special education teachers, with an adjustment to compensate for the part-time status.
⁵ Serious discipline problems is a count of discipline problems reported by principals. These discipline problems include student racial tensions, student bullying, student verbal abuse of teachers, widespread disorder in classrooms, and student acts of disrespect for teachers. If a principal 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. Undesirable gang activities and undesirable cult or extremist group activities were also counted once as a problem if the principal reported that these events occurred at all in their school.
⁶ Transfers 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.
⁷ Schoolwide disruptions include actions that disrupted school activities such as bomb threats or anthrax threats. Respondents were instructed to exclude all fire alarms, including false alarms.
⁸ Violent incidents include 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: Detail may not sum to totals because of rounding. "At school/at your school" was defined for respondents as including activities happening in school buildings, on school grounds, on school buses, and at places that are holding school-sponsored events or activities. Respondents were instructed to, unless the survey specified otherwise, only respond for those times that were during normal school hours or when school activities/events were in session. A gang was defined for respondents as, "an ongoing loosely organized association of three or more persons, whether formal or informal, that has a common name, signs, symbols or colors, whose members engage, either individually or collectively, in violent or other forms of illegal behavior." Elementary 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.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2000.

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