Table 22. Percentage of public elementary schools reporting use of selected violence prevention program components, by selected school characteristics: 1999

School Survey on Crime and Safety (SSOCS)

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Table 22. Percentage of public elementary schools reporting use of selected violence prevention program components, by selected school characteristics: 1999–2000

School characteristic	Prevention curriculum, instruction, or training for students¹	Behavioral or behavior modifi- cation intervention for students	Counseling, social work, psycho- logical, or therapeutic activity for students or adults	Individual attention/ mentoring/ tutoring/ coaching of students by students or adults	Recrea- tional, enrichment, or leisure activities for students	Students' involvement in resolving student conduct problems²	Programs to promote sense of community/ social integration among students	Hotline/ tipline for students to report problems
All public elementary schools	68	68	67	64	52	43	59	16

Enrollment size
Less than 300	64	64	60	59	43	33	58	18
300–499	68	67	67	62	56	44	57	14
500–999	70	71	70	69	54	48	59	16
1,000 or more	73	73	73	76	63	46	69	18

Urbanicity
City	78	77	78	75	63	54	70	22
Urban fringe	66	72	68	67	56	44	56	12
Town	74	67	66	61	46	39	58	20
Rural	57	56	56	53	41	33	51	13

Crime level where students live³
High	84	80	85	83	73	59	70	14
Moderate	81	84	79	78	61	52	71	24
Low	63	63	61	59	46	39	53	14
Mixed	57	60	61	57	57	40	56	13

Percent minority enrollment³
0–5 percent	66	63	64	57	46	37	56	17
6–20 percent	61	63	61	59	46	43	56	18
21–50 percent	69	68	63	66	52	39	57	11
More than 50 percent	73	76	75	74	61	51	63	16

Percent of students eligible for free/reduced-price lunch
0–20 percent	61	63	61	63	46	40	54	9
21–50 percent	64	62	63	56	49	40	56	18
More than 50 percent	74	75	73	71	58	47	63	18

Percent of students below 15th percentile on standardized tests
0–5 percent	68	68	67	64	47	47	57	17
6–15 percent	63	64	62	61	49	35	55	15
More than 15 percent	73	74	72	69	61	49	65	16

Percent of students likely to attend college
0–35 percent	72	71	72	67	57	46	62	21
36–60 percent	69	69	65	65	51	45	61	17
More than 60 percent	61	64	63	61	48	38	52	9

Percent of students who consider academic achievement important
0–25 percent	69	72	73	68	59	41	50	20
26–50 percent	60	59	59	54	51	37	55	12
51–75 percent	73	73	71	70	51	47	63	20
More than 75 percent	67	68	67	65	52	44	58	14

Percent male enrollment
0–44 percent	69	72	69	67	51	56	69	23
45–55 percent	66	66	65	62	50	40	56	15
More than 55 percent	77	78	72	74	63	49	64	14

Student/teacher ratio³,⁴
Less than 12	62	62	62	59	46	41	52	13
12–16	68	69	67	64	54	45	60	18
More than 16	71	72	70	69	55	42	62	16

Number of classroom changes³
0–3 changes	70	71	68	64	50	46	58	16
4–6 changes	67	68	68	66	56	43	60	16
More than 6 changes	65	65	64	65	50	36	62	15

Use of paid law enforcement⁵
Regular use	71	75	74	72	62	55	63	17
No regular use	65	64	63	60	47	36	56	15

Number of serious discipline problems⁶
No problems	65	65	64	61	50	40	59	14
1 problem	72	74	73	71	53	48	54	20
2 problems	70	71	68	71	57	46	64	13
3 or more problems	73	74	75	67	59	55	62	22

Transfers as percentage of enrollment³,⁷
0 to 6 percent	60	58	56	54	46	37	53	18
6 to 11 percent	68	65	63	63	48	46	56	11
11 to 21 percent	65	71	69	67	56	46	61	14
21 percent or more	72	72	72	68	52	43	59	19

Prevalence of schoolwide disruptions³,⁸
No disruptions	68	69	67	65	52	44	58	15
Any disruptions	66	63	63	58	58	53	72	23

Percent of students absent without excuses
None	63	62	62	57	42	36	52	7
1–2 percent	65	67	63	62	51	44	56	18
3–5 percent	72	74	73	71	55	45	65	18
6–10 percent	77	68	76	76	72	48	68	19
More than 10 percent	70	74	74	66	57	47	57	12

Prevalence of violent incidents³,⁹
No violent incidents	62	62	61	58	46	41	55	13
Any violent incidents	71	72	71	69	56	45	61	18
¹ For example, social skills training.
² For example, conflict resolution or peer mediation, student court.
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 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.
⁶ 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.
⁷ 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.
⁸ 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.
⁹ 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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