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Table 6.  Number and percentage of public elementary schools reporting at least one incident of the distribution, possession, or use of illegal drugs or alcohol at school, or of vandalism at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2009–10

 
  Distribution, possession, or use of illegal drugs     Distribution, possession, or use of alcohol     Vandalism1  
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  
All public elementary schools 1,690   3.5   3,130   0.1 !   1,030   2.1   1,130   0.1     18,530   37.9   66,280   2.9  
                                                     
Enrollment size                                                    
Less than 300                     3,230   28.5   9,790   4.0  
300–499 700 ! 3.8 ! 1,190 ! 0.2 !   450 ! 2.4 ! 530 ! 0.1 !   7,240   39.7   24,870   3.3  
500–999 620 ! 3.4 ! 1,240 ! 0.1 !   370 ! 2.0 ! 370 ! #     7,460   40.8   27,770   2.4  
1,000 or more 170 ! 16.0 !                 600   56.5   3,850 ! 3.3 !
                                                     
Urbanicity                                                    
City 1,040   7.3   1,470   0.2     310 ! 2.2 ! 310 ! #     7,120   50.1   30,680   4.4  
Suburb 210 !         500 ! 3.2 ! 570 ! 0.1 !   5,790   37.8   17,830   2.2  
Town                     2,430   38.0   5,860   2.2  
Rural 450 ! 3.4 ! 970 ! 0.2 !         #     3,200   24.6   11,910   2.4  
                                                     
Crime level where students live2                                                    
High 510 ! 15.0 ! 1,200 ! 0.6 !             2,140   62.8   10,910   5.9  
Moderate 340 ! 2.9 ! 450 ! 0.1 !   430 ! 3.7 ! 530 ! 0.1 !   5,100   43.6   23,770   4.6  
Low 580   2.1   1,110 ! 0.1 !   480 ! 1.7 ! 480 ! #     8,610   30.6   22,820   1.8  
Mixed                     2,670   47.4   8,780   3.1  
                                                     
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                                                     
Less than 5 percent                     1,720   29.3   3,260   1.7  
5 to less than 20 percent                     3,500   29.2   8,520   1.7  
20 to less than 50 percent 360 ! 3.0 ! 460 ! 0.1 !             4,150   34.7   18,210   3.1  
50 percent or more 980   5.1   1,840 ! 0.2 !   760   4.0   860   0.1 !   9,150   47.9   36,310   3.7  
                                                     
Percent of students eligible for free or reduced-price lunch                                                    
0–20 percent                     2,360   29.6   8,070   2.0  
21–50 percent 480 ! 3.6 ! 1,000 ! 0.2 !             5,010   37.3   14,700   2.4  
More than 50 percent 1,210   4.4   2,130   0.2     880   3.2   990   0.1     11,150   40.5   43,510   3.5  
                                                     
Percent of students below 15th percentile on standardized tests                                                    
0–5 percent               250 ! #     6,690   32.7   23,290   2.5  
6–15 percent 650   3.8   1,260 ! 0.2 !             7,170   41.9   28,670   3.6  
More than 15 percent 810 ! 7.1 ! 1,520 ! 0.3 !   540 ! 4.8 ! 620 ! 0.1 !   4,670   41.2   14,320   2.7  
                                                     
Percent of students likely to attend college                                                    
0–35 percent 520 ! 4.5 ! 1,200 ! 0.2 !             4,920   42.3   23,420   4.4  
36–60 percent 730 ! 5.4 ! 1,370 ! 0.2 !   300 ! 2.2 ! 320 ! 0.1     5,370   40.0   13,520   2.3  
More than 60 percent 440 ! 1.8 ! 550 ! #     560 ! 2.4 ! 640 ! 0.1     8,240   34.5   29,340   2.5  
                                                     
Percent of students who consider academic achievement important                                                    
0–25 percent                     840   32.5   3,850 ! 3.9 !
26–50 percent           310 ! 5.3 ! 310 ! 0.1 !   2,730   47.0   10,730   3.8  
51–75 percent 550 ! 4.2 ! 1,370 ! 0.2 !             5,440   41.3   18,010   3.1  
More than 75 percent 790 ! 2.9 ! 1,000 ! 0.1     560 ! 2.0 ! 560 ! #     9,520   34.8   33,700   2.6  
                                                     
Percent male enrollment                                                    
0–44 percent                     1,660   35.3   5,390   2.7  
45–55 percent 1,500   3.9   2,820   0.2     610 ! 1.6 ! 690 ! #     14,650   37.9   53,540   2.9  
More than 55 percent                     2,210   39.7   7,360   3.2  
                                                     
Student-to-FTE ratio3                                                    
Less than 12 students           340 ! 5.7 !       2,120   35.7   8,290   4.5  
12–16 students 530 ! 2.7 ! 1,090 !     260 ! 1.3 ! 260 ! #     7,200   36.6   22,680   2.6  
More than 16 students 980   4.2   1,510   0.1 !   430 ! 1.9 ! 460 ! #     9,200   39.5   35,310   2.9  
                                                     
Number of classroom changes4                                                    
0–3 changes 310 ! 1.8 ! 390 ! #     440 ! 2.5 ! 440 ! 0.1     6,520   37.3   22,870   2.9  
4–6 changes 700 ! 2.9 ! 1,300 ! 0.1 !   450 ! 1.9 ! 550 ! #     8,640   35.7   31,390   2.8  
More than 6 changes 680   9.4   1,440 ! 0.4 !             3,360   46.7   12,020   3.7  
                                                     
Regular use of law enforcement5                                                    
Regular use 800   5.9   1,270   0.2     230 ! 1.7 ! 230 ! #     5,720   42.1   20,910   2.9  
No regular use 890   2.5   1,850 ! 0.1 !   800 ! 2.3 ! 910 ! 0.1     12,810   36.2   45,380   2.9  
                                                     
Number of serious discipline problems6                                                    
No problems 540 ! 1.4 ! 670 ! #     680 ! 1.8 ! 760 ! #     12,510   32.9   39,920   2.3  
1 problem 790   10.9   1,740 ! 0.5 !         0.1 !   3,780   51.9   17,440   4.9  
2 problems                     1,080   61.5   2,960 ! 3.4 !
3 or more problems                     1,150   61.9   5,960 ! 5.9  
                                                     
Transfers as a percentage of enrollment7                                                    
Less than 6 percent 260 ! 2.1 ! 440 ! 0.1 !             4,350   35.2   15,210   2.7  
6 to less than 11 percent 420 ! 4.0 ! 660 !               3,910   37.2   12,430   2.6  
11 to less than 21 percent 370 ! 3.1 ! 430 ! 0.1 !   340 ! 2.8 ! 420 ! 0.1 !   4,480   37.7   14,250   2.6  
21 percent or more 640   4.5   1,600 ! 0.2 !   320 ! 2.3 ! 320 ! #     5,790   40.8   24,400   3.7  
                                                     
Prevalence of schoolwide
disruptions8
                                                   
No disruptions 1,630   3.5   3,060   0.1 !   930   2.0   1,030   #     17,410   37.1   58,720   2.7  
Any disruptions                     1,120   57.7   7,570 ! 8.7 !
                                                     
Percent of students absent on a daily basis                                                     
0–2 percent                     820   23.9   2,060 ! 1.3  
3–5 percent 750 ! 2.4 ! 1,430 ! 0.1 !   540 ! 1.7 ! 540 ! #     11,760   37.1   43,780   2.9  
6–10 percent 880   7.2   1,570 ! 0.3 !             5,190   42.8   18,080   3.4  
More than 10 percent                     740 ! 44.5   2,370 ! 3.4 !
#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.
1Vandalism was defined for respondents as "the willful damage or destruction of school property including bombing, arson, graffiti, and other acts that cause property damage. This includes damage caused by computer hacking."
2Respondents 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."
3Student-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.
4Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
5Respondents 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?"
6Serious 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.
7Transfers 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.
8Schoolwide 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).