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Table 21.  Percentage distribution of public elementary schools reporting selected percentages of students with a parent or guardian who attended special subject-area events or volunteered at school or served on a committee, by selected school characteristics: School year 2009–10

 
  Percent of students with a parent or guardian who attended special subject-area events1   Percent of students with a parent or guardian who volunteered at school or served on a committee
School characteristic 0–25 percent   26–50 percent   51–75 percent   76–100 percent   School does not offer     0–25 percent   26–50 percent   51–75 percent   76–100 percent   School does not offer  
All public elementary schools 6.6   16.5   36.0   38.0   2.9     43.6   34.6   13.6   7.3    
                                           
Enrollment size                                          
Less than 300 7.9 ! 13.0   27.2   46.8   5.1 !   46.4   33.3   12.9   4.0 !  
300–499 7.3   15.1   40.3   34.9   2.4 !   43.9   35.7   12.3   8.1    
500–999 4.7   19.6   37.6   36.0   2.1 !   41.5   34.2   14.9   9.1    
1,000 or more   23.7 ! 30.2 ! 34.5       43.7   36.0   20.3 !    
                                           
Urbanicity                                          
City 7.1 ! 19.7   39.7   32.4       51.0   25.9   15.8   7.0    
Suburb 3.9   17.9   33.1   43.1       30.6   41.2   17.9   10.4    
Town 6.2 ! 14.6   35.5   35.1   8.6 !   56.1   32.5   7.8 !    
Rural 9.2   12.3   35.7   39.8       44.6   37.4   9.0   6.1    
                                           
Crime level where students live2                                          
High   27.7   27.4   37.4       62.5   23.5   8.9 !    
Moderate 10.4   28.1   38.2   20.2   3.2 !   63.0   28.7   5.1 ! 3.1 !  
Low 4.5   11.1   35.3   45.9   3.1 !   33.1   39.0   17.0   9.5    
Mixed 8.1 ! 12.7   40.4   36.1       43.8   31.5   16.8   7.9 !  
                                           
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/ Alaska Native students                                          
Less than 5 percent 9.0 ! 6.8 ! 34.5   43.6   6.2 !   34.1   48.6   9.4 !    
5 to less than 20 percent 3.9 ! 11.4   27.7   53.9       28.3   37.4   19.6   13.7    
20 to less than 50 percent   13.7   40.4   39.9   3.2 !   39.7   35.5   16.7   8.1    
50 percent or more 9.9   24.4   39.0   25.2   1.5 !   58.5   28.0   9.2   4.0 !  
                                           
Percent of students eligible for free or reduced-price lunch                                          
0–20 percent   4.1 ! 24.3   69.0       7.9 ! 33.5   34.5   20.9    
21–50 percent 3.4 ! 8.5   33.6   50.1   4.4 !   28.2   44.4   18.9   8.5 !  
More than 50 percent 9.5   24.0   40.6   23.2   2.7 !   61.4   30.1   4.9   2.8 !  
                                           
Percent of students below 15th percentile on standardized tests                                          
0–5 percent 6.2   12.1   31.2   48.0   2.6 !   33.4   36.4   17.7   11.7    
6–15 percent 5.5 ! 17.1   40.9   33.8   2.8 !   47.7   35.2   12.8   4.2 !  
More than 15 percent 8.8   23.7   37.5   26.5   3.5 !   55.7   30.4   7.3   4.2 !  
                                           
Percent of students likely to attend college                                          
0–35 percent 13.7   24.7   37.9   20.6   3.2 !   62.5   31.5   3.2 !    
36–60 percent 6.9 ! 16.5   41.7   31.6   3.3 !   53.6   35.4   5.9 ! 4.1 !  
More than 60 percent 2.9   12.5   32.0   50.2   2.5 !   28.7   35.7   23.0   12.4    
                                           
Percent of students who consider academic achievement important                                          
0–25 percent     41.9   27.6 !     66.8   25.2 !      
26–50 percent 12.3 ! 20.8   36.8   21.7   8.5 !   56.8   35.6        
51–75 percent 7.1   26.5   40.7   24.6       54.8   36.6   7.2      
More than 75 percent 3.8   11.6   33.1   49.0   2.5 !   33.1   34.3   19.9   12.5    
                                           
Percent male enrollment                                          
0–44 percent 9.2 ! 14.5 ! 29.8   40.8   5.7 !   41.6   25.6   20.0   10.2 !  
45–55 percent 6.4   18.0   34.4   38.2   2.9     43.4   35.5   13.5   7.0    
More than 55 percent 5.2 ! 7.6 ! 52.6   34.6       46.3   36.0   8.4 ! 7.0 !  
                                           
Student-to-FTE ratio3                                          
Less than 12 students   16.4   38.4   39.2       46.8   35.2   7.6 !    
12–16 students 6.3   20.9   35.5   34.3   3.0 !   47.1   34.5   12.6   5.8    
More than 16 students 7.9   12.8   35.8   40.9   2.6 !   39.8   34.5   16.0   9.7    
                                           
Number of classroom changes4                                          
0–3 changes 7.9   15.7   34.7   37.9   3.8 !   42.3   31.1   15.4   9.0    
4–6 changes 4.4   18.6   36.8   38.7   1.5 !   41.9   37.1   13.7   7.0    
More than 6 changes 10.5 ! 11.3   36.7   36.1       52.1   34.7   8.8 ! 4.3 !  
                                           
Regular use of law enforcement5                                          
Regular use 10.3   20.6   39.4   26.6       52.1   33.1   10.7   3.7 !  
No regular use 5.1   14.9   34.7   42.5   2.8     40.3   35.2   14.7   8.8    
                                           
Number of serious discipline problems6                                          
No problems 5.3   15.0   34.7   42.0   2.9     39.5   35.9   15.1   8.4    
1 problem 11.8 ! 19.1   36.4   29.3       56.1   30.9   8.3   4.7 !  
2 problems   14.1 ! 59.0   15.0 !     64.0   24.2 !      
3 or more problems   38.2   39.2   13.3 !     59.0   32.0 !      
                                           
Transfers as a percentage of enrollment7                                          
Less than 6 percent 6.1 ! 10.6   26.7   52.6   4.0 !   30.1   31.7   21.6   14.5    
6 to less than 11 percent 3.1 ! 13.0   42.0   40.5       36.5   40.8   14.5   7.7    
11 to less than 21 percent 7.1 ! 14.2   35.2   38.6   4.9 !   41.5   41.6   9.6   6.2 !  
21 percent or more 9.1   26.1   40.4   23.1       62.2   26.7   9.3      
                                           
Prevalence of schoolwide
disruptions8
                                         
No disruptions 6.4   16.4   36.3   38.1   2.8     42.9   35.1   13.9   7.1    
Any disruptions   18.7 ! 29.8 ! 37.3       60.1   22.7 !      
                                           
Percent of students absent on a daily basis                                           
0–2 percent 6.9 !   27.7   59.0       30.8   34.1   18.5 ! 9.4 !  
3–5 percent 6.9   17.4   34.2   38.2   3.3     39.9   39.1   13.8   7.2    
6–10 percent 6.5   17.2   40.9   33.7       56.1   24.6   11.2   6.5    
More than 10 percent   14.9 ! 52.1   23.3 !     47.9   23.9 ! 16.0 !    
                                           
Prevalence of violent incidents9                                          
No violent incidents 3.6 ! 11.1   33.8   47.3   4.1 !   34.4   30.0   19.6   13.8    
Any violent incidents 8.2   19.5   37.3   32.9   2.2 !   48.6   37.2   10.2   3.8    
!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.
1Examples of special subject-area events provided to respondents were science fairs or concerts.
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.
9Violent 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.
NOTE: 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).