Table 6. Number and percentage of public high schools reporting at least one incident of the distribution, possession, or use of illegal drugs or alcohol at school, or of vandalism at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2005

Crime and Safety Surveys

Publications & Products|SSOCS & SCS Table Library|Staff

Back

Download Excel

(74 KB)

Download SE Excel

(60 KB)

Table 6. Number and percentage of public high schools reporting at least one incident of the distribution, possession, or use of illegal drugs or alcohol at school, or of vandalism at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2005–06

	Distribution, possession, or use of illegal drugs				Distribution, possession, or use of alcohol						Vandalism¹
School characteristic	Num- ber of schools	Per- cent of schools	Num- ber of incidents	Rate per 1,000 students	Num- ber of schools	Per- cent of schools	Num- ber of incidents		Rate per 1,000 students		Num- ber of schools	Per- cent of schools	Num- ber of incidents	Rate per 1,000 students
All public schools	9,320	80	75,600	6	7,080	61	31,410		3		8,660	74	54,700	4

Enrollment size
Less than 300	970	45	1,800	4	640	30	1,970	!	4	!	1,280	60	3,600	8
300–499	1,080	67	3,200	5	750	47	2,360		3		1,060	66	4,100	6
500–999	2,370	82	11,600	6	1,720	60	5,310		3		2,070	72	10,300	5
1,000 or more	4,900	97	59,000	7	3,970	78	21,750		2		4,250	84	36,600	4

Urbanicity
City	2,060	83	25,000	7	1,520	61	8,810		2		2,050	82	16,200	4
Urban fringe	3,260	86	29,500	6	2,610	69	12,660		3		3,060	81	20,700	4
Town	1,220	82	7,000	7	860	58	3,020		3		980	65	4,900	5
Rural	2,780	71	14,100	6	2,090	53	6,920		3		2,580	66	12,800	5

Crime level where students live²
High	480	74	6,700	7	320	49	1,370		2		530	83	5,900	7
Moderate	1,830	80	17,300	7	1,290	57	5,250		2		1,750	77	13,500	5
Low	5,500	77	38,000	6	4,340	61	18,670		3		5,130	72	26,900	4
Mixed	1,520	92	13,500	7	1,140	69	6,110		3		1,250	75	8,400	4

Percent minority enrollment³
Less than 5 percent	1,700	68	7,500	5	1,400	56	4,580		3		1,680	67	7,000	5
5 to less than 20 percent	2,770	81	21,200	6	2,270	66	11,210		3		2,590	76	13,600	4
20 to less than 50 percent	2,160	83	20,300	7	1,660	64	8,000		3		1,910	73	12,900	4
50 percent or more	2,400	85	24,600	6	1,540	54	7,220		2		2,250	80	19,200	5

Percent of students eligible for free or reduced-price lunch
0–20 percent	2,970	80	21,700	5	2,510	67	12,830		3		2,750	74	15,800	4
21–50 percent	3,840	79	33,400	7	3,050	63	13,510		3		3,640	76	21,500	4
More than 50 percent	2,510	80	20,500	7	1,520	48	5,070		2		2,270	72	17,300	6

Percent of students below 15th percentile on standardized tests
0–5 percent	2,690	72	17,900	5	2,100	56	8,960		3		2,680	71	14,200	4
6–15 percent	3,990	81	33,600	6	3,130	63	14,430		3		3,600	73	22,000	4
More than 15 percent	2,640	88	24,100	7	1,850	62	8,020		2		2,380	79	18,500	5

Percent of students likely to attend college
0–35 percent	1,800	85	14,000	7	1,210	57	4,170		2		1,590	75	9,500	5
36–60 percent	2,750	78	23,500	7	2,050	58	8,110		2		2,530	72	16,800	5
More than 60 percent	4,770	79	38,100	6	3,820	63	19,130		3		4,550	75	28,400	4

Percent of students who consider academic achievement important
0–25 percent	810	83	5,700	7	630	66	1,950		2		660	68	4,100	5
26–50 percent	1,750	78	11,200	6	1,200	54	4,060		2		1,660	74	9,200	5
51–75 percent	2,960	77	29,800	8	2,310	60	11,230		3		2,990	78	19,500	5
More than 75 percent	3,810	82	28,800	5	2,940	63	14,170		3		3,350	72	22,000	4

Percent male enrollment
0–44 percent	570	77	4,200	5	470	63	2,220	!	3		460	63	3,000	4
45–55 percent	8,120	82	65,700	6	6,240	63	27,650		3		7,430	75	47,700	5
More than 55 percent	640	63	5,600	7	380	37	1,540		2		770	76	4,000	5

Student-to-FTE ratio⁴
Less than 12 students	3,490	69	17,400	5	2,585	51	9,410		3		3,500	70	17,200	5
12–16 students	3,530	87	31,900	7	2,580	65	11,790		2		3,080	76	19,700	4
More than 16 students	2,300	89	26,200	6	2,640	72	10,200		3		2,080	81	17,800	4
					1,860
Number of classroom changes⁵
0–3 changes	450	67	3,700	5	420	62	1,830		3		430	64	2,200	3
4–6 changes	4,830	83	40,400	6	3,710	64	16,580		2		4,460	77	30,300	5
More than 6 changes	4,040	78	31,500	6	2,950	57	12,990		3		3,770	73	22,200	5

Regular use of law enforcement⁶
Regular use	7,600	86	70,000	6	5,910	67	27,080		2		6,870	78	48,200	4
No regular use	1,720	59	5,600	4	1,170	40	4,320		3		1,790	62	6,400	5

Number of serious discipline problems⁷
No problems	5,180	75	35,100	5	4,020	58	15,660		2		4,770	69	24,100	4
1 problem	1,570	81	12,900	6	1,150	59	5,180		3		1,550	80	10,200	5
2 problems	1,110	86	12,000	7	820	63	3,800		2		1,010	78	8,400	5
3 or more problems	1,450	94	15,500	8	1,100	71	6,770		3		1,340	86	12,000	6

Transfers as a percentage of enrollment⁸
Less than 6 percent	1,770	69	10,900	5	1,490	58	6,790		3		1,870	73	10,700	4
6 to less than 11 percent	1,850	74	13,500	5	1,580	64	7,350		3		1,770	71	9,400	4
11 to less than 21 percent	2,660	87	22,100	6	1,770	58	8,100		2		2,270	74	18,000	5
21 percent or more	3,040	85	29,000	8	2,250	63	9,170		2		2,760	77	16,600	4

Prevalence of schoolwide disruptions⁹
No disruptions	7,840	77	58,500	6	5,920	58	25,890		3		7,330	72	45,000	4
Any disruptions	1,490	95	17,100	8	1,170	74	5,520		3		1,330	85	9,700	4

Percent of students absent on a daily basis
0–2 percent	280	65	1,600	5	200	47	990	!	3		260	60	1,300	4
3–5 percent	3,370	73	25,100	6	2,750	59	12,310		3		3,280	71	19,400	4
6–10 percent	4,570	86	38,200	6	3,390	63	14,840		3		4,060	76	26,900	5
More than 10 percent	1,100	85	10,600	7	740	57	3,260		2		1,060	82	7,000	5
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
¹ Vandalism was defined for respondents as "the willful damage or destruction of school property including bombing, arson, graffiti, and other acts that cause property damage. This includes damage caused by computer hacking."
² Respondents 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."
³ Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
⁴ Student-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.
⁵ Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁶ Respondents were asked, "During the 2005–2006 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school at least once a week?"
⁷ Serious discipline problems include student racial tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers, 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.
⁸ Transfers 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.
⁹ Schoolwide 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. Data regarding illegal drugs and alcohol are categorized slightly differently in 2006 than they were in previous collections in the SSOCS series; therefore, direct comparisons between the years should not be made. Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school. High schools are defined as schools in which the lowest grade is not lower than grade 9 and the highest grade is not higher than grade 12.
SOURCE: U.S. Department of Education, National Center for Education Statistics (NCES), 2005–06 School Survey on Crime and Safety (SSOCS), 2006.

Back

Download Excel

(74 KB)

Download SE Excel

(60 KB)