Table 25. Number and percentage of public elementary schools reporting one or more teachers trained to recognize early warning signs of potentially violent students with the average number of teachers trained per school, and the average number of training hours per teacher trained, by selected school characteristics: 1999

School Survey on Crime and Safety (SSOCS)

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Table 25. Number and percentage of public elementary schools reporting one or more teachers trained to recognize early warning signs of potentially violent students with the average number of teachers trained per school, and the average number of training hours per teacher trained, by selected school characteristics: 1999–2000

School characteristic	Number of schools with one or more teachers trained	Percent of schools with one or more teachers trained	Average number of teachers trained per school	Average number of hours of training per teacher trained
All public elementary schools	16,985	34	21	6

Enrollment size
Less than 300	4,140	32	11	5
300–499	5,372	33	23	6
500–999	7,011	37	24	6
1,000 or more	463	28	44	5

Urbanicity
City	5,122	39	22	7
Urban fringe	5,400	32	21	6
Town	1,960	35	21	7
Rural	4,503	31	20	5

Crime level where students live¹
High	2,096	50	30	7
Moderate	4,276	46	20	6
Low	9,705	30	20	6
Mixed	909	22	18	8

Percent minority enrollment¹
0–5 percent	4,606	33	16	6
6–20 percent	3,203	30	33	4
21–50 percent	3,632	37	17	6
More than 50 percent	5,423	37	21	7

Percent of students eligible for free/reduced-price lunch
0–20 percent	3,620	29	16	6
21–50 percent	4,368	28	22	5
More than 50 percent	8,997	41	23	6

Percent of students below 15th percentile on standardized tests
0–5 percent	5,918	38	19	5
6–15 percent	5,458	29	20	6
More than 15 percent	5,609	37	24	7

Percent of students likely to attend college
0–35 percent	6,416	39	23	6
36–60 percent	5,699	31	18	6
More than 60 percent	4,870	32	22	6

Percent of students who consider academic achievement important
0–25 percent	1,094	31	27	7
26–50 percent	3,907	35	25	5
51–75 percent	5,660	37	16	6
More than 75 percent	6,325	32	23	6

Percent male enrollment
0–44 percent	2,591	42	16	7
45–55 percent	11,885	32	23	5
More than 55 percent	2,510	38	16	7

Student/teacher ratio¹,²
Less than 12	5,539	34	25	6
12–16	5,488	34	19	6
More than 16	5,096	34	17	6

Number of classroom changes¹
0–3 changes	7,420	37	21	6
4–6 changes	7,076	31	20	7
More than 6 changes	2,352	39	23	5

Use of paid law enforcement³
Regular use	7,476	41	23	5
No regular use	9,510	30	20	7

Number of serious discipline problems⁴
No problems	9,378	29	21	6
1 problem	3,715	43	16	6
2 problems	1,993	47	26	6
3 or more problems	1,899	45	27	6

Transfers as percentage of enrollment¹,⁵
0 to 6 percent	3,140	31	24	5
6 to 11 percent	4,217	39	20	7
11 to 21 percent	3,208	28	21	7
21 percent or more	5,992	39	22	5

Prevalence of schoolwide disruptions¹,⁶
No disruptions	15,390	35	21	6
Any disruptions	924	41	17	8

Percent of students absent without excuses
None	2,886	28	18	5
1–2 percent	7,353	35	19	7
3–5 percent	4,560	35	26	5
6–10 percent	1,291	39	20	8
More than 10 percent	896	44	26	7

Prevalence of violent incidents¹,⁷
No violent incidents	6,396	33	23	6
Any violent incidents	10,572	35	20	6
¹ 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.
² 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.
³ 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.
⁴ 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.
⁵ 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.
⁶ 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.
⁷ 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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