Table 27. Mean number of practices for monitoring students used per school, and the percentage of public elementary schools that monitored students in specified ways, by selected school characteristics: School year 2009

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Table 27. Mean number of practices for monitoring students used per school, and the percentage of public elementary schools that monitored students in specified ways, by selected school characteristics: School year 2009–10



		Percentage of schools that monitored students in specified ways
School characteristic	Mean number of practices for monitoring students used per school¹	Require students to pass through metal detectors each day	Perform one or more random metal detector checks on students²		Use one or more random dog sniffs to check for drugs		Perform one or more random sweeps for contraband not including dog sniffs²		Require drug testing for any other students³	Provide school lockers to students		Require clear book bags or ban book bags on school grounds		Require students to wear badges or picture IDs		Use one or more security cameras to monitor the school
All public elementary schools	1.0	‡	1.9		4.0		3.6		‡	30.7		2.9		2.4		50.6

Enrollment size
Less than 300	1.1	‡	‡		8.4	!	6.9	!	‡	43.4		‡		‡		41.2
300–499	1.0	‡	‡		3.2	!	3.2	!	‡	32.0		1.5	!	2.6	!	54.4
500–999	0.9	‡	2.4	!	2.0	!	2.0	!	‡	22.5		4.4		3.0	!	53.0
1,000 or more	0.8	‡	‡		‡		‡		‡	14.5	!	‡		‡		45.4

Urbanicity
City	1.0	‡	3.6	!	1.8	!	4.7	!	‡	27.9		4.2	!	‡		50.9
Suburb	0.9	‡	‡		‡		‡		‡	24.6		1.6	!	3.6	!	52.8
Town	1.0	‡	‡		‡		‡		‡	35.4		‡		‡		52.5
Rural	1.1	‡	‡		9.8		5.6	!	‡	38.7		3.6	!	‡		46.8

Crime level where students live⁴
High	1.1	‡	9.4	!	‡		11.5	!	‡	27.1		‡		‡		47.4
Moderate	0.9	‡	‡		‡		4.0	!	‡	26.9		3.9	!	‡		52.3
Low	1.0	‡	‡		5.7		2.0	!	‡	33.7		1.7	!	1.6	!	51.1
Mixed	0.9	‡	‡		‡		‡		‡	25.9		6.6	!	‡		46.3

Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students
Less than 5 percent	1.1	‡	‡		9.0	!	‡		‡	44.7		‡		‡		48.8
5 to less than 20 percent	1.0	‡	‡		4.2	!	‡		‡	40.2		‡		‡		50.9
20 to less than 50 percent	1.0	‡	‡		4.1	!	3.7	!	‡	29.8		3.5	!	‡		52.3
50 percent or more	0.9	‡	3.6		2.3	!	5.6		‡	21.0		3.3	!	4.2	!	49.9

Percent of students eligible for free or reduced-price lunch
0–20 percent	0.9	‡	‡		‡		‡		‡	28.4		‡		‡		51.5
21–50 percent	0.9	‡	‡		6.1	!	‡		‡	34.3		‡		‡		45.8
More than 50 percent	1.0	‡	3.3		3.4	!	5.2		‡	29.7		4.4		3.1	!	52.7

Percent of students below 15th percentile on standardized tests
0–5 percent	0.9	‡	‡		3.0	!	3.6	!	‡	26.4		2.2	!	2.6	!	51.3
6–15 percent	1.1	‡	2.8	!	4.4	!	3.6	!	‡	38.8		4.1	!	2.3	!	50.2
More than 15 percent	0.9	‡	3.6	!	5.2	!	3.7	!	‡	26.4		2.6	!	‡		50.0

Percent of students likely to attend college
0–35 percent	1.1	‡	3.0	!	3.8	!	5.3	!	‡	29.0		6.0	!	4.0	!	53.8
36–60 percent	1.0	‡	2.5	!	6.1	!	5.5	!	‡	30.8		2.8	!	2.1	!	48.0
More than 60 percent	0.9	‡	‡		2.9	!	1.7	!	‡	31.5		1.5	!	1.8	!	50.5

Percent of students who consider academic achievement important
0–25 percent	1.3	‡	‡		‡		15.0	!	‡	24.5	!	‡		‡		57.8
26–50 percent	1.0	‡	‡		8.1	!	‡		‡	22.1		‡		‡		54.2
51–75 percent	1.0	‡	1.8	!	3.1	!	5.4	!	‡	35.6		2.4	!	4.8	!	45.6
More than 75 percent	0.9	‡	‡		3.1	!	1.8	!	‡	30.8		2.0	!	1.5	!	51.5

Percent male enrollment
0–44 percent	1.1	‡	‡		‡		7.4	!	‡	40.2		‡		‡		46.1
45–55 percent	1.0	‡	2.0	!	4.4		3.7		‡	31.1		2.9		2.5		51.6
More than 55 percent	0.8	‡	‡		‡		‡		‡	19.9		‡		‡		47.5

Student-to-FTE ratio⁵
Less than 12 students	1.0	‡	‡		‡		‡		‡	38.5		‡		‡		40.0
12–16 students	1.0	‡	2.3	!	4.4		3.9	!	‡	31.3		2.4	!	‡		57.6
More than 16 students	0.9	‡	1.9	!	3.6	!	2.6	!	‡	28.3		3.3	!	3.5	!	47.4

Number of classroom changes⁶
0–3 changes	0.8	‡	1.6	!	3.2	!	1.9	!	‡	23.4		2.9	!	2.6	!	45.1
4–6 changes	1.0	‡	1.8	!	2.4	!	3.8	!	‡	31.7		3.6		1.9	!	51.5
More than 6 changes	1.3	‡	3.3	!	11.2		7.1	!	‡	45.0		‡		3.8	!	61.0

Regular use of law enforcement⁷
Regular use	1.1	‡	3.8	!	6.1	!	4.3	!	‡	31.5		4.7	!	4.7	!	56.9
No regular use	0.9	‡	1.2	!	3.2		3.4		‡	30.4		2.3		1.5	!	48.2

Number of serious discipline problems⁸
No problems	0.9	‡	1.0	!	2.7	!	3.1		‡	29.4		2.1		2.5	!	48.9
1 problem	1.1	‡	3.6	!	9.1	!	‡		‡	33.6		5.5	!	‡		49.0
2 problems	1.2	‡	‡		‡		‡		‡	27.8	!	‡		‡		76.3
3 or more problems	1.7	‡	14.2	!	‡		17.3	!	‡	50.0		‡		‡		66.2

Transfers as a percentage of enrollment⁹
Less than 6 percent	0.9	‡	‡		8.1	!	‡		‡	36.2		‡		‡		44.7
6 to less than 11 percent	0.9	‡	‡		‡		2.8	!	‡	29.7		‡		2.4	!	53.4
11 to less than 21 percent	1.0	‡	‡		‡		4.5	!	‡	30.6		‡		‡		53.2
21 percent or more	1.0	‡	4.4	!	5.0	!	3.8	!	‡	26.8		6.2		3.3	!	51.5

Prevalence of schoolwide disruptions^¹⁰
No disruptions	1.0	‡	2.0		4.2		3.6		‡	30.6		3.1		2.2		50.0
Any disruptions	1.1	‡	‡		‡		‡		‡	34.9	!	‡		‡		65.7

Percent of students absent on a daily basis
0–2 percent	0.7	‡	‡		‡		‡		‡	24.1		‡		‡		37.0
3–5 percent	1.0	‡	1.9	!	3.9		4.0		‡	31.2		1.8	!	2.9		52.0
6–10 percent	1.0	‡	2.2	!	5.0	!	4.2	!	‡	31.6		4.8	!	‡		51.0
More than 10 percent	1.0	‡	‡		‡		‡		‡	29.8	!	‡		‡		49.7

Prevalence of violent incidents¹¹
No violent incidents	0.8	‡	‡		3.0	!	‡		‡	22.6		2.2	!	2.4	!	51.5
Any violent incidents	1.0	‡	2.8		4.5		5.5		‡	35.2		3.4		2.4	!	50.1
!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.
¹Data represent the mean number of "yes" responses to the practices listed.
²Examples of contraband provided to respondents were drugs or weapons.
³"Any other students" refers to students who do not participate in school athletics or other extracurricular activities.
⁴Respondents 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."
⁵Student-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.
⁶Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁷Respondents 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?"
⁸Serious 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.
⁹Transfers 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.
¹⁰Schoolwide 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.
¹¹Violent 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: Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school. Detail may not sum to totals because schools may have reported using more than one of these practices. 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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