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Table 4.  Number and percentage of public elementary schools reporting student threats of physical attack and incidents of robbery that occurred at school, the number of incidents, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2009–10

 
  Student threat of physical attack with a weapon1     Student threat of physical attack without a weapon1     Robbery with a weapon1,2     Robbery without a weapon1,2  
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 3,300   6.8   7,800   0.3     18,600   38.0   165,000   7.3               1,300   2.7   5,600 ! 0.2 !
                                                                       
Enrollment size                                                                      
Less than 300 500 ! 4.7 ! 600 ! 0.2 !   3,400   29.8   23,700 ! 9.7 !                    
300–499 1,600   8.6   3,600 ! 0.5 !   7,400   40.7   62,700   8.3               400 ! 2.0 !    
500–999 1,200   6.7   3,200 ! 0.3 !   7,200   39.5   67,500   5.9               600   3.3   2,700 ! 0.2 !
1,000 or more           600   54.1   11,200 ! 9.6 !                    
                                                                       
Urbanicity                                                                      
City 1,100   7.5     0.4 !   5,900   41.7   58,100   8.4               400 ! 3.0 ! 900 !  
Suburb 900   6.0   2,400 ! 0.3 !   5,500   35.9   58,200   7.3               300 ! 1.7 !    
Town 400 ! 6.8 !       3,100   48.4   27,700   10.6                      
Rural 900 ! 7.1   2,000 ! 0.4 !   4,100   31.5   21,000   4.2               500 ! 4.0 ! 3,500 ! 0.7 !
                                                                       
Crime level where students live3                                                                      
High 500 ! 15.2 !       1,900   56.2   33,700   18.2                      
Moderate 1,000   8.8   1,600 ! 0.3 !   5,300   45.4   57,500   11.1               400 !      
Low 1,400   5.1   2,500 ! 0.2 !   9,200   32.7   55,500   4.4                      
Mixed 400 ! 6.2 !       2,200   38.6   18,300   6.4               500 ! 8.5 ! 1,300 ! 0.5 !
                                                                       
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                                                                       
Less than 5 percent 400 ! 6.2 ! 1,300 ! 0.7 !   1,700   29.5   13,200   7.1                      
5 to less than 20 percent 500 ! 4.1 !       4,000   33.3   30,500 ! 5.9 !                    
20 to less than 50 percent 900   7.4   2,600 !     4,600   38.1   32,300   5.5               400 ! 3.5 ! 2,000 !  
50 percent or more 1,600   8.4   2,700   0.3     8,300   43.6   89,000   9.1               700 ! 3.7 ! 2,400 !  
                                                                       
Percent of students eligible for free or reduced-price lunch                                                                      
0–20 percent 200 !         1,800   22.0   11,600 ! 2.9               200 ! 2.5 !    
21–50 percent 400 ! 3.2 ! 500 ! 0.1 !   4,700   35.2   37,000   6.1               400 ! 3.2 !    
More than 50 percent 2,800   10.0   6,400   0.5     12,100   44.1   116,400   9.3               700 ! 2.5 ! 2,600 ! 0.2 !
                                                                       
Percent of students below 15th percentile on standardized tests                                                                      
0–5 percent 900   4.2   1,600 ! 0.2 !   6,400   31.5   50,400   5.4               600 ! 2.8 ! 2,000 ! 0.2 !
6–15 percent 1,400   8.2   2,600   0.3 !   7,000   40.8   66,700   8.3               400 ! 2.5 !    
More than 15 percent 1,100   9.5   3,500 ! 0.7 !   5,200   45.7   48,000   9.2                      
                                                                       
Percent of students likely to attend college                                                                      
0–35 percent 1,000   8.7   3,600 ! 0.7 !   5,200   44.9   76,000   14.4               500 ! 3.9 ! 1,100 ! 0.2 !
36–60 percent 1,400   10.5   2,400 ! 0.4 !   6,000   45.0   34,200   5.9                      
More than 60 percent 900   3.9   1,800 ! 0.2 !   7,300   30.8   54,800   4.8               700 ! 3.0 ! 4,300 ! 0.4 !
                                                                       
Percent of students who consider academic achievement important                                                                      
0–25 percent           1,100   40.9   16,300 ! 16.4 !                    
26–50 percent 500 ! 9.1 !       2,600   45.0   25,000   8.9                      
51–75 percent 1,500   11.4   2,300   0.4     6,500   49.0   53,400   9.3                      
More than 75 percent 1,100   4.0   3,100 ! 0.2 !   8,500   31.0   70,400   5.4               800 ! 2.8 ! 4,100 ! 0.3 !
                                                                       
Percent male enrollment                                                                      
0–44 percent 300 ! 6.2 !       2,000   43.3   8,800   4.4                      
45–55 percent 2,900   7.4   7,000   0.4     14,700   37.9   142,100   7.8               1,000 ! 2.7   4,900 ! 0.3 !
More than 55 percent           1,900   34.4   14,200   6.1                      
                                                                       
Student-to-FTE ratio4                                                                      
Less than 12 students 600 ! 10.7 ! 1,200 ! 0.7 !   1,700   29.3   15,700 ! 8.6 !                    
12–16 students 1,100   5.6   2,100 ! 0.2 !   7,800   39.9   63,000   7.3               300 ! 1.5 ! 300 ! #  
More than 16 students 1,600   6.9   4,400 ! 0.4 !   9,000   38.7   86,300   7.1               900   4.1   5,200 ! 0.4 !
                                                                       
Number of classroom changes5                                                                      
0–3 changes 1,100   6.5   2,700 ! 0.3 !   5,100   28.9   35,900   4.5               300 ! 1.8 ! 800 ! 0.1 !
4–6 changes 1,500   6.3   3,500 ! 0.3 !   10,000   41.3   98,200   8.6               600 ! 2.4 ! 2,500 ! 0.2 !
More than 6 changes 700 ! 9.4 ! 1,500 ! 0.5 !   3,600   49.4   31,000   9.6               400 ! 6.0 !    
                                                                       
Regular use of law enforcement6                                                                      
Regular use 1,100   8.1   3,100 ! 0.4 !   5,600   41.0   79,100   11.1               500 ! 4.0 ! 2,300 !  
No regular use 2,300   6.4   4,600   0.3     13,100   36.9   86,000   5.6               800   2.2   3,300 ! 0.2 !
                                                                       
Number of serious discipline problems7                                                                      
No problems 2,000   5.3   3,100   0.2     12,600   33.0   80,400   4.7               700 ! 1.9 !    
1 problem 800 ! 11.5 ! 2,500 ! 0.7 !   3,900   54.0   36,300 ! 10.3               400 ! 5.7 !    
2 problems           1,000   56.9   9,200 ! 10.6 !                    
3 or more problems 300 ! 14.6 !       1,100   60.5   39,100 ! 38.8 !             200 !      
                                                                       
Transfers as a percentage of enrollment8                                                                      
Less than 6 percent 300 ! 2.1 !       3,600   29.5   30,000 ! 5.4 !                    
6 to less than 11 percent 800 ! 7.9 ! 1,500 ! 0.3 !   4,100   39.5   24,100   5.0               600 ! 5.5 !    
11 to less than 21 percent 1,000   8.3   2,300 ! 0.4 !   4,200   35.4   24,400   4.4                      
21 percent or more 1,300   9.0   3,200 ! 0.5 !   6,600   46.7   86,500   13.0               400 ! 3.1 !    
                                                                       
Prevalence of schoolwide
disruptions9
                                                                     
No disruptions 3,200   6.8   7,500   0.3 !   17,500   37.3   157,300   7.2               1,200   2.6   4,500 ! 0.2 !
Any disruptions           1,100   55.7   7,800 ! 8.9 !                    
                                                                       
Percent of students absent on a daily basis                                                                       
0–2 percent           1,000   28.0   9,100 ! 5.7 !                    
3–5 percent 1,600   5.1   3,500   0.2 !   11,600   36.5   106,900   7.1               600 ! 1.9 ! 3,000 ! 0.2 !
6–10 percent 1,500   12.7   3,600 ! 0.7 !   5,600   46.4   43,500   8.2               600 ! 4.8 ! 1,400 ! 0.3 !
More than 10 percent           400 ! 26.5 !                        
#Rounds to zero.
!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.
1Weapon was defined for respondents as "any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others."
2Robbery was defined for respondents as "the taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or battery."
3Respondents 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."
4Student-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.
5Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
6Respondents 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?"
7Serious 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.
8Transfers 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.
9Schoolwide 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).