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Table 30.  Percentage of public elementary schools reporting that their efforts to reduce or prevent crime at school were limited in a major or minor way due to specified school-level factors, by selected school characteristics: School year 2009–10

 
School characteristic Lack of or inadequate teacher training in classroom management   Lack of or inadequate alternative placements or programs for disruptive students   Likelihood of complaints from parents   Lack of teacher support for school policies   Lack of parental support for school policies   Teachers’ fear of student retaliation   Fear of litigation   Inconsistent application of school policies by faculty or staff
All public elementary schools 31.9   58.7   28.1   17.1   40.7   11.9   27.1   38.4
                               
Enrollment size                              
Less than 300 37.2   58.5   30.2   21.5   42.6   12.9   28.3   46.0
300–499 32.9   62.0   28.7   17.5   42.9   13.4   29.1   39.3
500–999 27.4   55.7   26.8   13.9   37.8   9.8   24.3   32.4
1,000 or more 35.2   55.6   16.0 ! 16.0 ! 34.7     27.0 ! 42.7
                               
Urbanicity                              
City 36.1   64.4   32.2   22.5   47.0   17.5   29.8   45.1
Suburb 28.3   53.7   26.0   14.9   36.2   10.7   25.2   36.3
Town 30.5   67.6   22.4   10.1 ! 41.6   7.5 ! 27.8   42.6
Rural 32.1   53.9   28.8   17.1   38.8   9.4   25.9   31.3
                               
Crime level where students live1                              
High 40.7   66.0   42.5   32.0   64.5   24.7   31.0   51.0
Moderate 46.5   73.4   36.8   27.2   55.4   19.2   34.4   53.1
Low 24.7   49.8   23.4   11.6   31.9   8.2   23.0   31.5
Mixed 32.2   68.0   24.6   14.1 ! 40.1   7.7 ! 29.6   34.2
                               
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                              
Less than 5 percent 37.8   57.0   29.5   14.5 ! 38.8   11.4 ! 25.5   40.1
5 to less than 20 percent 20.2   47.5   21.1   7.8   26.0   7.0   24.9   28.2
20 to less than 50 percent 25.9   54.3   19.8   15.7   39.9   10.6   24.3   33.0
50 percent or more 41.1   69.0   37.2   24.5   51.1   16.0   30.6   47.5
                               
Percent of students eligible for free or reduced-price lunch                              
0–20 percent 11.5   26.7   14.9   5.8 ! 18.5   5.3 ! 21.7   25.9
21–50 percent 30.5   56.6   25.9   13.5   34.7   10.5   22.1   33.9
More than 50 percent 38.5   69.0   33.0   22.1   50.1   14.5   31.1   44.1
                               
Percent of students below 15th percentile on standardized tests                              
0–5 percent 23.6   45.8   21.4   14.0   29.4   10.3   24.9   29.6
6–15 percent 31.7   67.6   29.6   14.2   43.0   10.8   27.4   41.0
More than 15 percent 47.2   68.6   38.0   27.0   57.9   16.6   30.5   50.2
                               
Percent of students likely to attend college                              
0–35 percent 41.6   73.6   38.6   25.7   51.0   16.8   34.3   43.8
36–60 percent 34.3   64.8   28.4   17.7   47.3   13.0   29.3   40.5
More than 60 percent 25.8   48.0   22.8   12.5   32.1   8.9   22.3   34.5
                               
Percent of students who consider academic achievement important                              
0–25 percent 51.2   85.8   52.5   40.3   67.7     36.8   60.2
26–50 percent 45.4   69.0   41.9   29.5   63.8   23.8   40.0   51.6
51–75 percent 37.4   64.5   34.8   19.9   46.7   15.4   31.5   41.0
More than 75 percent 24.5   51.1   19.6   10.9   30.5   8.0   21.3   32.2
                               
Percent male enrollment                              
0–44 percent 37.9   56.1   37.3   22.2   34.0   17.2 ! 37.3   40.7
45–55 percent 30.5   58.3   26.4   16.6   40.5   11.3   25.7   37.3
More than 55 percent 36.3   63.3   31.7   15.9   48.4   11.6   27.9   43.9
                               
Student-to-FTE ratio2                              
Less than 12 students 20.8   56.7   32.8   20.2   39.0   10.3 ! 30.3   42.2
12–16 students 35.6   60.1   26.4   17.3   43.5   14.7   27.2   38.0
More than 16 students 31.5   58.0   28.3   16.0   38.8   10.0   26.2   37.7
                               
Number of classroom changes3                              
0–3 changes 31.0   54.9   27.1   16.8   36.6   10.1   26.6   35.1
4–6 changes 31.6   60.3   27.7   17.5   41.2   13.0   25.4   38.5
More than 6 changes 34.8   62.3   31.6   16.3   49.2   12.8   33.9   45.7
                               
Regular use of law enforcement4                              
Regular use 37.3   64.9   38.0   21.7   46.6   14.7   32.5   39.3
No regular use 29.8   56.3   24.3   15.3   38.5   10.9   25.0   38.0
                               
Number of serious discipline problems5                              
No problems 25.1   54.0   23.8   13.1   35.8   8.8   23.4   32.7
1 problem 49.8   71.6   45.7   28.7   54.3   19.5   43.8   55.9
2 problems 52.2   85.0   29.8 ! 20.6 ! 56.2     21.0 ! 51.9
3 or more problems 81.4   79.6   44.8   50.1   75.2   50.7   41.4   71.8
                               
Transfers as a percentage of enrollment6                              
Less than 6 percent 23.9   41.9   25.9   15.9   30.6   10.6   24.7   33.7
6 to less than 11 percent 32.3   59.2   29.3   14.4   42.5   10.1   28.0   39.2
11 to less than 21 percent 32.0   61.2   23.7   18.2   41.7   9.9   23.2   37.1
21 percent or more 38.4   70.8   32.7   19.1   47.5   16.1   31.7   42.8
                               
Prevalence of schoolwide
disruptions7
                             
No disruptions 31.9   58.3   28.3   16.7   40.4   11.6   26.6   37.5
Any disruptions 30.8   67.5   24.1 ! 25.8 ! 49.7   18.7 ! 38.2   59.4
                               
Percent of students absent on a daily basis                               
0–2 percent 14.5 ! 40.3   22.6 !   17.7 !   10.0 ! 25.2
3–5 percent 30.1   55.7   27.1   16.0   38.8   12.8   28.4   38.6
6–10 percent 37.6   70.8   30.3   21.3   49.8   12.2   26.5   39.5
More than 10 percent 59.2   65.3   42.9   30.6 ! 59.9     40.1 ! 53.1
                               
Prevalence of violent incidents8                              
No violent incidents 24.1   47.1   23.1   13.1   30.7   8.9   22.0   26.7
Any violent incidents 36.2   65.1   30.9   19.3   46.3   13.6   29.9   44.8
!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.
1Respondents 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."
2Student-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.
3Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
4Respondents 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?"
5Serious 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.
6Transfers 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.
7Schoolwide 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.
8Violent 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: Respondents were asked to rate the level of limitation in their school's efforts to reduce or prevent crime for each factor. Survey response options included "limits in major way," "limits in minor way," or "does not limit." The estimates in this table represent only those schools that reported limitations in a major or minor way. 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).