Table 8. Number and percentage of public elementary schools reporting incidents of hate crime, gang-related crime, and gang-related hate crime at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2009

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Table 8. Number and percentage of public elementary schools reporting incidents of hate crime, gang-related crime, and gang-related hate crime at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2009–10


	Hate Crime¹								Gang-related crime²								Gang-related hate crime^1,2
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
All public elementary schools	780	!	1.6	!	‡		0.1	!	670	!	1.4	!	‡		‡		‡	‡	‡	‡

Enrollment size
Less than 300	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
300–499	360	!	2.0	!	500	!	0.1	!	300	!	1.6	!	‡		‡		‡	‡	‡	‡
500–999	‡		‡		‡		‡		310	!	1.7	!	‡		‡		‡	‡	‡	‡
1,000 or more	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡

Urbanicity
City	370	!	2.6	!	‡		‡		320	!	2.2	!	‡		‡		‡	‡	‡	‡
Suburb	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
Town	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
Rural	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡

Crime level where students live³
High	‡		6.6	!	‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
Moderate	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
Low	‡		‡		‡		‡		‡		1.3	!	‡		‡		‡	‡	‡	‡
Mixed	290	!	5.2	!	‡		‡		‡		‡		‡		‡		‡	‡	‡	‡

Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students
Less than 5 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
5 to less than 20 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
20 to less than 50 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
50 percent or more	710	!	3.7	!	‡		‡		550	!	2.9	!	‡		‡		‡	‡	‡	‡

Percent of students eligible for free or reduced-price lunch
0–20 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
21–50 percent	290	!	2.1	!	420	!	0.1	!	‡		‡		‡		‡		‡	‡	‡	‡
More than 50 percent	‡		‡		‡		‡		670	!	2.4	!	‡		‡		‡	‡	‡	‡

Percent of students below 15th percentile on standardized tests
0–5 percent	280	!	1.4	!	480	!	0.1	!	‡		‡		‡		‡		‡	‡	‡	‡
6–15 percent	360	!	2.1	!	‡		‡		310	!	1.8	!	‡		‡		‡	‡	‡	‡
More than 15 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡

Percent of students likely to attend college
0–35 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
36–60 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
More than 60 percent	490	!	2.0	!	830	!	0.1	!	330	!	1.4	!	‡		‡		‡	‡	‡	‡

Percent of students who consider academic achievement important
0–25 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
26–50 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
51–75 percent	‡		‡		‡		‡		320	!	2.4	!	‡		‡		‡	‡	‡	‡
More than 75 percent	480	!	1.8	!	750	!	0.1	!	‡		‡		‡		‡		‡	‡	‡	‡

Percent male enrollment
0–44 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
45–55 percent	710	!	1.8	!	‡		‡		650	!	1.7	!	‡		‡		‡	‡	‡	‡
More than 55 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡

Student-to-FTE ratio⁴
Less than 12 students	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
12–16 students	‡		‡		‡		‡		300	!	1.5	!	‡		‡		‡	‡	‡	‡
More than 16 students	390	!	1.7	!	560	!	#		320	!	1.4	!	‡		‡		‡	‡	‡	‡

Number of classroom changes⁵
0–3 changes	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
4–6 changes	240	!	1.0	!	‡		‡		470	!	2.0	!	870	!	0.1	!	‡	‡	‡	‡
More than 6 changes	270	!	3.7	!	390	!	‡		‡		‡		‡		‡		‡	‡	‡	‡

Regular use of law enforcement⁶
Regular use	250	!	‡		360	!	0.1		230	!	1.7	!	‡		‡		‡	‡	‡	‡
No regular use	530	!	1.5	!	‡		‡		440	!	1.2	!	1,080	!	0.1	!	‡	‡	‡	‡

Number of serious discipline problems⁷
No problems	430	!	1.1	!	630	!	#		260	!	0.7	!	‡		‡		‡	‡	‡	‡
1 problem	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
2 problems	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
3 or more problems	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡

Transfers as a percentage of enrollment⁸
Less than 6 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
6 to less than 11 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
11 to less than 21 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
21 percent or more	220	!	‡		‡		‡		430	!	3.0	!	‡		‡		‡	‡	‡	‡

Prevalence of schoolwide disruptions⁹
No disruptions	650	!	1.4	!	‡		‡		560	!	1.2	!	‡		‡		‡	‡	‡	‡
Any disruptions	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡

Percent of students absent on a daily basis
0–2 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
3–5 percent	780	!	2.5	!	‡		‡		530	!	1.7	!	‡		‡		‡	‡	‡	‡
6–10 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
More than 10 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡	‡	‡	‡
#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.
¹A hate crime was defined for respondents as "a criminal offense or threat against a person, property, or society that is motivated, in whole or in part, by the offender's bias against a race, color, national origin, ethnicity, gender, religion, disability, or sexual orientation."
²Gang 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."
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 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).

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