Skip Navigation

Table 2.  Number and percentage of public elementary schools reporting incidents of crime that occurred at school, the number of incidents, and the rate of incidents per 1,000 students, by incident type and selected school characteristics: School year 2009–10

 
  Violent incidents1     Serious violent incidents2     Theft3   Other incidents4  
School characteristic   Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students     Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students     Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students     Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students  
All public elementary schools   10,300   21.1   35,300   1.6     2,700   5.5   6,100   0.3     12,600   25.7   41,700   1.8     14,800   30.3   40,100   1.8  
                                                                         
Enrollment size                                                                        
Less than 300   900 ! 7.9 ! 1,300 ! 0.5 !       500 ! 0.2 !   1,900   16.6   6,500   2.7     2,700   23.5   5,800   2.4  
300–499   4,000   21.7   9,800   1.3     1,100   5.9   1,600 ! 0.2 !   4,600   25.2   10,300   1.4     5,700   31.1   14,900   2.0  
500–999   5,100   27.7   13,200   1.1     1,100   5.8   3,200 ! 0.3 !   5,500   29.8   21,800   1.9     5,800   32.0   17,100   1.5  
1,000 or more   400   39.1   11,100 ! 9.6 !             700   62.0   3,100   2.7     700   61.5   2,300 ! 2.0 !
                                                                         
Urbanicity                                                                        
City   3,900   27.6   9,600   1.4     900   6.3   1,200 ! 0.2     4,400   31.0   15,600   2.3     5,000   35.4   16,500   2.4  
Suburb   3,300   21.3   17,300   2.2     700 ! 4.4 ! 2,400 ! 0.3 !   4,000   26.2   10,900   1.4     4,800   31.2   12,300   1.5  
Town   1,100   17.8   2,900 ! 1.1 !   400 ! 6.0 ! 400 !     1,700   26.2   6,700 ! 2.5 !   2,000   30.6   4,000   1.5  
Rural   2,000   15.4   5,600 ! 1.1 !   700 ! 5.6 ! 2,100 ! 0.4 !   2,500   19.1   8,600 ! 1.7 !   3,100   23.7   7,300   1.5  
                                                                         
Crime level where students live5                                                                        
High   1,700   48.7   14,800 ! 8.0 !   500 ! 14.3 !       1,400   40.2   5,800   3.1     1,600   47.2   7,500   4.1  
Moderate   2,600   22.3   8,000 ! 1.5 !   800 ! 7.2 ! 2,000 ! 0.4 !   3,900   33.4   15,300   2.9     4,300   37.0   12,900   2.5  
Low   4,500   16.1   7,500   0.6     800 ! 2.8 ! 1,000 ! 0.1     5,600   19.9   14,100   1.1     6,800   24.2   14,800   1.2  
Mixed   1,500   26.7   5,000 ! 1.8 !   500 ! 9.7 ! 1,100 ! 0.4 !   1,700   30.0   6,500   2.3     2,100   36.9   4,800   1.7  
                                                                         
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                                                                        
Less than 5 percent   800   13.3   1,600 ! 0.8 !             1,300   22.5   2,900 ! 1.5 !   1,100   18.7   2,000 ! 1.1  
5 to less than 20 percent   1,900   16.1   4,500 ! 0.9 !   300 ! 2.3 !       1,700   13.8   4,500 ! 0.9     2,700   22.6   5,400   1.1  
20 to less than 50 percent   2,800   23.4   6,000   1.0     600 ! 5.4 ! 800 ! 0.1 !   3,300   27.4   10,900   1.9     3,300   27.5   9,300   1.6  
50 percent or more   4,800   25.2   23,400   2.4     1,500   8.1   4,400 ! 0.5     6,300   33.1   23,500   2.4     7,700   40.5   23,300   2.4  
                                                                         
Percent of students eligible for free or reduced-price lunch                                                                        
0–20 percent   1,000   12.7   1,500 ! 0.4 !             1,100   14.0   3,200 ! 0.8 !   1,700   20.9   4,100   1.0  
21–50 percent   2,400   18.0   4,900   0.8     600 ! 4.7 ! 700 ! 0.1 !   3,300   24.9   7,200   1.2     3,800   28.6   8,800   1.5  
More than 50 percent   6,900   25.1   28,900   2.3     1,900   7.1   5,200   0.4     8,100   29.5   31,300   2.5     9,300   33.9   27,100   2.2  
                                                                         
Percent of students below 15th percentile on standardized tests                                                                        
0–5 percent   3,100   15.1   5,600   0.6     600 ! 2.9 ! 800 ! 0.1 !   4,100   20.0   11,200   1.2     5,100   24.8   12,600   1.3  
6–15 percent   4,200   24.6   14,300   1.8     1,400   8.1   3,000 ! 0.4 !   4,700   27.6   15,600   2.0     5,800   34.1   16,900   2.1  
More than 15 percent   3,000   26.6   15,500   3.0     700 ! 6.1         3,800   33.3   14,900   2.8     3,900   34.5   10,500   2.0  
                                                                         
Percent of students likely to attend college                                                                        
0–35 percent   3,000   25.7   16,800   3.2     1,000   8.3   2,900 ! 0.6 !   3,300   28.5   15,000   2.8     4,000   34.3   13,800   2.6  
36–60 percent   3,200   24.0   6,900   1.2     900   6.5   1,300 ! 0.2 !   3,600   27.1   10,300   1.8     4,300   31.8   10,000   1.7  
More than 60 percent   4,100   17.2   11,600   1.0     800 ! 3.5 !       5,600   23.6   16,400   1.4     6,600   27.5   16,300   1.4  
                                                                         
Percent of students who consider academic achievement important                                                                        
0–25 percent   400 ! 16.4 !           300 ! 0.3 !   900 ! 33.3         900   35.2   2,400 ! 2.5 !
26–50 percent   1,700   29.1   10,200 ! 3.6 !   400 ! 7.0 ! 1,100 ! 0.4 !   2,200   38.2   8,800   3.2     2,000   33.6   6,200   2.2  
51–75 percent   3,000   22.5   9,600   1.7     1,000   7.6   1,600 ! 0.3     3,500   26.6   11,900   2.1     4,700   35.3   12,100   2.1  
More than 75 percent   5,300   19.2   14,300   1.1     1,000   3.8   3,200 !     6,000   21.9   17,200   1.3     7,300   26.7   19,400   1.5  
                                                                         
Percent male enrollment                                                                        
0–44 percent   900   18.2   1,800 ! 0.9 !       300 !     1,000   20.4   3,000 ! 1.5 !   1,400   29.8   4,500 ! 2.2  
45–55 percent   8,500   22.1   29,200   1.6     2,200   5.8   5,500   0.3     10,400   26.9   36,200   2.0     11,500   29.8   30,700   1.7  
More than 55 percent   900   16.4                   1,200   22.4   2,600   1.1     1,900   34.2   4,900 ! 2.1  
                                                                         
Student-to-FTE ratio6                                                                        
Less than 12 students   1,100   18.2   2,700 ! 1.5 !             1,700   28.5   4,300   2.3     2,300   37.8   5,700   3.1  
12–16 students   4,300   21.8   16,100   1.9     1,000   5.3   1,800 ! 0.2 !   5,000   25.5   18,200   2.1     5,700   29.1   14,200   1.6  
More than 16 students   5,000   21.3   16,500   1.4     1,300   5.5   3,900 ! 0.3 !   5,900   25.2   19,300   1.6     6,900   29.4   20,100   1.7  
                                                                         
Number of classroom changes7                                                                        
0–3 changes   3,200   18.5   18,400   2.3     900   5.1   2,600 ! 0.3 !   3,200   18.2   9,200   1.1     5,600   32.1   15,500   1.9  
4–6 changes   5,600   23.3   13,000   1.1     1,300   5.4   2,500 ! 0.2 !   6,700   27.5   25,000   2.2     6,900   28.4   16,700   1.5  
More than 6 changes   1,400   20.1   3,900 ! 1.2 !   500 ! 6.8 ! 1,100 ! 0.3 !   2,700   38.0   7,500   2.3     2,300   32.4   7,900   2.4  
                                                                         
Regular use of law enforcement 8                                                                        
Regular use   3,900   28.4   21,400   3.0     1,400   10.2   4,100 ! 0.6 !   4,300   31.8   17,800   2.5     4,200   30.6   13,100   1.8  
No regular use   6,500   18.3   13,900   0.9     1,300   3.7   2,000   0.1 !   8,300   23.4   23,900   1.5     10,700   30.2   27,000   1.7  
                                                                         
Number of serious discipline problems9                                                                        
No problems   6,200   16.3   19,700   1.1     1,400   3.8   2,200   0.1 !   7,900   20.8   23,900   1.4     10,400   27.3   25,500   1.5  
1 problem   2,600   36.0   6,400 ! 1.8 !   600 ! 8.1 !       3,100   42.7   10,800   3.1     3,100   41.9   10,400   3.0  
2 problems   500 ! 26.1 !                 800   43.3   2,800 ! 3.2 !   600 ! 35.7   1,500 ! 1.8 !
3 or more problems   1,000   56.6   7,400 ! 7.3 !   600 ! 31.4         800 ! 43.1   4,200 ! 4.2 !   800   41.1   2,700 ! 2.6 !
                                                                         
Transfers as a percentage of enrollment10                                                                        
Less than 6 percent   1,700   14.1   4,400 ! 0.8 !             2,400   19.5   6,100   1.1     2,800   22.6   9,100   1.6  
6 to less than 11 percent   2,400   23.0   6,600   1.4     1,000 ! 9.9   1,300 ! 0.3     2,500   23.4   8,900   1.9     3,200   30.3   7,000   1.5  
11 to less than 21 percent   2,400   20.2   7,200 ! 1.3 !   700 ! 5.8 ! 1,300 ! 0.2 !   3,500   29.1   10,000   1.8     4,100   34.4   9,100   1.6  
21 percent or more   3,800   26.5   17,100   2.6     900   6.3   3,400 ! 0.5 !   4,300   30.0   16,800   2.5     4,800   33.7   14,900   2.2  
                                                                        
Prevalence of schoolwide
disruptions11
                                                                       
No disruptions   9,900   21.1   30,700   1.4     2,600   5.4   5,000   0.2 !   11,800   25.1   36,900   1.7     14,000   29.7   36,400   1.7  
Any disruptions   400 ! 20.1 !                 800 ! 41.5         900   44.5   3,600 ! 4.2 !
                                                                         
Percent of students absent on a daily basis                                                                         
0–2 percent   600 ! 16.4 !                 600   16.0 ! 1,900 ! 1.2 !   600 ! 16.3 ! 1,600 ! 1.0 !
3–5 percent   6,100   19.2   20,200   1.3     1,300   4.1   3,600 ! 0.2 !   7,500   23.6   25,200   1.7     9,500   29.9   24,800   1.6  
6–10 percent   3,300   27.6   9,100   1.7     1,200   10.2   1,900   0.4     4,100   33.6   13,000   2.4     4,400   36.3   11,300   2.1  
More than 10 percent                       500 ! 29.1 !       400 ! 23.4 !   3.5 !
!Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
‡Reporting standards not met. The standard error represents more than 50 percent of the estimate.
1Violent 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.
2Serious violent incidents include rape or attempted rape, sexual battery other than rape, physical attack or fight with a weapon, threat of physical attack with a weapon, and robbery with or without a weapon.
3Theft or larceny (taking things worth over $10 without personal confrontation) was defined for respondents as "the unlawful taking of another person's property without personal confrontation, threat, violence, or bodily harm. This includes pocket picking, stealing a purse or backpack (if left unattended or no force was used to take it from owner), theft from a building, theft from a motor vehicle or of motor vehicle parts or accessories, theft of a bicycle, theft from a vending machine, and all other types of thefts."
4Other incidents include possession of a firearm or explosive device; possession of a knife or sharp object; distribution, possession, or use of illegal drugs or alcohol; and vandalism.
5Respondents 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."
6Student-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.
7Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
8Respondents 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?"
9Serious 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.
10Transfers 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.
11Schoolwide 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.
NOTE: "At school" was defined for respondents to include activities happening in school buildings, on school grounds, on school buses, and at places that hold school-sponsored events or activities. Detail may not sum to totals because of rounding. Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school. Elementary schools are defined as schools in which the lowest grade is not higher than grade 3 & the highest grade is not higher than grade 8. Race categories exclude persons of Hispanic ethnicity.

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).