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Table 31.  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 non-school-level factors, by selected school characteristics: School year 2009–10

 
School characteristic Inadequate funds   Fear of district or state reprisal   Federal, state, or district policies on disciplining special education students1   Federal policies on discipline and safety other than those for special education students1   State or district policies on discipline and safety other than those for special education students1  
All public elementary schools 57.2   14.2   50.4   30.8   30.1  
                     
Enrollment size                    
Less than 300 62.7   17.6   55.1   37.5   32.6  
300–499 61.4   15.7   50.6   33.1   31.2  
500–999 49.2   10.5   47.3   24.2   26.9  
1,000 or more 65.6   15.8 ! 51.6   32.7   39.9  
                     
Urbanicity                    
City 58.3   19.5   57.6   40.3   37.4  
Suburb 54.9   12.4   47.6   23.6   26.5  
Town 66.9   14.2   53.6   35.2   32.9  
Rural 54.1   10.5   44.2   26.7   25.1  
                     
Crime level where students live2                    
High 66.0   24.9   58.9   52.6   49.1  
Moderate 65.6   16.8   61.3   40.4   41.6  
Low 51.1   11.5   43.2   24.4   23.3  
Mixed 65.0   15.7 ! 58.6   29.9   28.9  
                     
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                     
Less than 5 percent 60.8   9.7 ! 47.1   30.9   26.5  
5 to less than 20 percent 49.9   10.8   43.4   23.4   22.8  
20 to less than 50 percent 56.0   10.8   48.5   23.9   24.1  
50 percent or more 61.6   19.7   57.0   39.8   39.5  
                     
Percent of students eligible for free or reduced-price lunch                    
0–20 percent 37.1   7.7 ! 28.5   13.5   13.7  
21–50 percent 56.5   9.2   42.9   22.6   20.4  
More than 50 percent 63.5   18.5   60.4   39.8   39.6  
                     
Percent of students below 15th percentile on standardized tests                    
0–5 percent 47.2   12.7   40.6   25.4   24.8  
6–15 percent 61.5   12.7   59.5   31.1   31.5  
More than 15 percent 68.9   19.0   54.4   40.2   37.7  
                     
Percent of students likely to attend college                    
0–35 percent 63.2   21.8   57.0   38.8   39.3  
36–60 percent 64.2   12.9   54.4   34.7   32.5  
More than 60 percent 50.4   11.2   44.9   24.7   24.3  
                     
Percent of students who consider academic achievement important                    
0–25 percent 69.5   29.9   52.5   42.5   42.9  
26–50 percent 67.6   18.5   50.9   43.3   37.1  
51–75 percent 66.2   17.8   58.8   37.0   40.0  
More than 75 percent 49.6   10.0   46.0   24.1   22.6  
                     
Percent male enrollment                    
0–44 percent 61.3   21.5   55.2   43.9   38.7  
45–55 percent 55.8   13.1   48.9   28.3   28.3  
More than 55 percent 64.1   15.7 ! 56.7   37.1   35.0  
                     
Student-to-FTE ratio3                    
Less than 12 students 50.3   22.0   42.8   31.5   25.2  
12–16 students 54.5   12.6   54.1   31.4   31.0  
More than 16 students 61.3   13.5   49.2   30.2   30.6  
                     
Number of classroom changes4                    
0–3 changes 49.5   16.0   48.5   29.7   29.2  
4–6 changes 60.8   12.9   51.2   31.1   30.6  
More than 6 changes 64.2   14.0   52.2   32.4   30.7  
                     
Regular use of law enforcement5                    
Regular use 60.3   19.7   55.7   37.1   36.2  
No regular use 56.1   12.1   48.4   28.4   27.7  
                     
Number of serious discipline problems6                    
No problems 53.3   10.3   46.2   26.4   25.1  
1 problem 70.7   28.5   65.8   42.5   43.7  
2 problems 68.1     68.1   47.3   47.3  
3 or more problems 75.6   40.0   59.4   59.9   63.3  
                     
Transfers as a percentage of enrollment7                    
Less than 6 percent 48.1   11.6 ! 39.8   21.0   19.6  
6 to less than 11 percent 57.1   11.8   48.0   29.5   29.7  
11 to less than 21 percent 59.1   17.3   48.2   33.4   31.9  
21 percent or more 63.7   15.6   63.3   38.2   38.1  
                     
Prevalence of schoolwide
disruptions8
                   
No disruptions 57.2   14.0   50.0   30.9   30.1  
Any disruptions 57.6   17.6 ! 60.9   29.6 ! 30.1 !
                     
Percent of students absent on a daily basis                     
0–2 percent 31.4     43.7   19.9   11.0 !
3–5 percent 56.5   13.5   48.1   29.0   29.7  
6–10 percent 64.1   15.3   57.7   36.9   34.6  
More than 10 percent 74.0   34.3 ! 55.4   44.4   44.0  
                     
Prevalence of violent incidents9                    
No violent incidents 45.3   14.1   42.7   23.7   21.7  
Any violent incidents 63.9   14.2   54.6   34.8   34.7  
!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 special education student was defined for respondents as "a child with a disability, defined as mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities, and who needs special education and related services and receives these under the Individuals with Disabilities Education Act (IDEA)."
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: 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).