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Table 3.  Number and percentage of public high schools reporting sexual and physical assaults that occurred at school, the number of sexual and physical assaults, and the rate of sexual and physical assaults per 1,000 students, by selected school characteristics: School year 2009–10

 
  Rape or attempted rape1   Sexual battery other than rape2   Physical attack or fight with a weapon3, 4   Physical attack or fight without a weapon3, 4
School characteristic  Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students     Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students     Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students     Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students  
All public high schools 240 2.0 340 620 5.1 1,310 0.1 870 7.1 2,890 0.2 ! 10,820 88.4 157,010 12.7  
   
Enrollment size  
Less than 300 1,410 63.8 4,610 8.8
300–499 120 ! 6.6 ! 1,660 91.3 9,430 11.9
500–999 80 ! 2.7 ! 120 ! 0.1 ! 170 5.8 420 ! 0.2 ! 190 6.5 700 ! 0.3 ! 2,640 90.8 33,040 16.0
1,000 or more 140 2.7 200 # 450 8.5 890 0.1 490 9.3 1,010 0.1 5,110 96.3 109,930 12.3
   
Urbanicity  
City 70 ! 2.3 ! 100 ! # 220 7.4 500 0.1 ! 320 10.6 900 ! 2,580 86.1 48,980 13.1
Suburb 70 ! 2.1 ! 90 ! # 170 5.4 300 ! 0.1 250 7.8 720 0.2 2,930 92.5 56,760 12.4
Town 60 ! 90 ! 4.4 ! 250 ! 0.2 ! 110 ! 5.3 ! 1,950 92.7 21,220 13.4
Rural 140 3.5 260 ! 0.1 ! 190 ! 4.8 ! 3,360 84.6 30,050 12.3
   
Crime level where students live5  
High 120 ! 10.7 ! 970 89.4 28,780 ! 26.5
Moderate 90 ! 3.8 ! 120 ! # 200 8.6 520 ! 0.2 ! 240 10.6 690 ! 0.3 ! 2,160 95.0 40,150 15.6
Low 90 ! 1.3 ! 120 ! # 250 3.6 440 0.1 360 5.2 1,330 ! 0.2 ! 6,040 87.4 63,040 9.8
Mixed 2.2 ! 110 5.8 230 ! 0.1 ! 150 7.6 350 ! 0.2 1,650 83.7 25,030 11.2
                                                               
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/ Alaska Native students                                                               
Less than 5 percent 70 ! 3.6 ! 120 ! 0.1 ! 90 ! 4.4 ! 1,740 86.5 13,000 10.9
5 to less than 20 percent 80 ! 2.5 ! 120 ! # 120 3.9 210 ! 0.1 110 ! 3.6 ! 2,720 88.3 27,200 9.2
20 to less than 50 percent 80 ! 2.6 ! 90 ! # 150 5.0 340 ! 0.1 ! 200 6.7 510 ! 0.1 ! 2,680 89.4 42,900 12.2
50 percent or more 70 ! 1.7 ! 110 ! # 280 6.7 630 0.1 ! 470 11.3 1,510 ! 0.3 ! 3,680 88.7 73,910 15.8
   
Percent of students eligible for free or reduced-price lunch  
0–20 percent 120 5.0 210 ! 0.1 180 7.5 640 ! 0.2 ! 2,100 86.7 23,760 7.2
21–50 percent 80 ! 1.6 ! 100 ! # 230 4.5 400 0.1 310 6.0 1,140 ! 0.2 ! 4,530 88.0 58,260 11.8
More than 50 percent 120 ! 2.6 ! 190 ! # 270 5.7 710 0.2 370 8.0 1,110 ! 0.3 ! 4,190 89.7 74,980 18.1
   
Percent of students below 15th percentile on standardized tests  
0–5 percent 70 ! 1.7 ! 90 ! # 180 4.3 290 ! 0.1 270 6.4 830 ! 0.2 ! 3,610 84.7 39,430 9.3
6–15 percent 50 ! 1.1 ! 70 ! # 240 5.1 580 0.1 ! 300 6.2 1060 ! 0.2 ! 4,390 91.7 55,770 11.2
More than 15 percent 120 ! 3.7 ! 170 ! 0.1     190   6.1   440   0.1 !   300   9.3   1,000 ! 0.3 !   2,820   88.4   61,800   19.7  
                                                                 
Percent of students likely to attend college                                                                
0–35 percent 50 ! 2.3 ! 60 ! # 120 ! 5.2 ! 220 ! 0.1 ! 170 ! 7.6 ! 630 ! 1,890 85.6 29,780 16.4
36–60 percent 70 ! 2.2 ! 100 ! # 230 7.4 520 0.2 160 5.3 290 ! 0.1 ! 2,810 90.1 51,560 18.1
More than 60 percent 120 ! 1.8 ! 170 ! # 270 4.0 570 0.1 530 7.7 1,970 ! 0.3 6,120 88.5 75,670 9.8
            
Percent of students who consider academic achievement important           
0–25 percent 50 ! 5.7 ! 770 86.2 8,290 14.1
26–50 percent 150 6.3 350 ! 0.2 ! 150 ! 6.4 ! 670 ! 0.4 ! 2,010 85.9 40,650 21.8
51–75 percent 60 ! 1.6 ! 160 ! 4.7 310 ! 0.1 ! 220 6.5 960 ! 0.3 ! 3,200 92.8 44,260 12.6
More than 75 percent 140 ! 2.4 ! 170 ! # 260 4.7 580 0.1 460 8.3 1,230 0.2 4,840 87.1 63,800 10.0
                
Percent male enrollment               
0–44 percent 900   60.0 13,000 12.1   200 ! 15.8 1,500 ! 1.4 ! 900 64.2 9,000 8.3 1,000 72.6 8,600 8.0
45–55 percent 7,800   79.5 125,600 11.8   2,600 27.2 8,100 0.8 8,400 86.5 110,600 10.4 8,500 86.7 131,500 12.3
More than 55 percent 800   72.2 7,600 12.2   200 17.4 600 ! 0.9 ! 800 71.7 5,400 8.7 700 69.8 6,100 9.8
   
Student-to-FTE ratio6  
Less than 12 students 60 ! 3.3 ! 150 ! 0.2 ! 1,310 77.2 10,160 13.5
12–16 students 70 ! 1.6 ! 90 ! # 230 5.2 470 0.1 ! 330 7.6 1,010 ! 0.3 ! 3,910 89.1 55,660 14.1
More than 16 students 140 2.3 180 # 330 5.4 690 0.1 490 8.0 1,610 0.2 ! 5,600 91.0 91,190 11.9
 
Number of classroom changes 7
0–3 changes 40 ! 4.8 ! 50 ! 7.2 ! 70 ! 0.1 ! 550 74.2 6,770 10.5
4–6 changes 70 ! 1.3 ! 120 ! # 310 5.3 690 0.1 ! 370 6.3 950 0.2 5,190 89.0 79,780 12.9
More than 6 changes 170 3.0 210 # 280 4.9 510 0.1 450 7.8 1,870 ! 0.3 ! 5,080 89.6 70,460 12.8
 
Regular use of law enforcement 8
Regular use 230 2.5 320 # 610 6.5 1,300 0.1 710 7.6 2,270 0.2 8,650 92.5 143,290 12.9
No regular use 150 ! 5.4 ! 2,160 75.1 13,710 10.8
 
Number of serious discipline problems9
No problems 140 1.6 160 # 280 3.3 640 0.1 440 5.2 1,700 ! 0.2 ! 7,120 85.1 79,100 10.2
1 problem 50 ! 2.6 ! 100 ! # 120 5.9 280 ! 0.1 ! 160 7.8 430 ! 0.2 ! 1,960 94.3 31,440 13.5
2 problems 150 16.9 260 ! 0.2 ! 150 ! 17.8 ! 820 95.5 28,160 ! 24.2 !
3 or more problems 80 ! 8.2 ! 110 ! 12.1 ! 260 ! 920 98.5 18,320 16.4
   
Transfers as a percentage of enrollment10  
Less than 6 percent 50 ! 1.8 ! 60 ! # 100 ! 3.8 ! 150 ! 0.1 280 ! 9.9 1,010 ! 0.4 ! 2,300 82.5 18,480 6.8
6 to less than 11 percent 60 ! 2.0 ! 110 ! # 120 ! 4.0 ! 250 ! 0.1 ! 170 5.9 390 ! 0.1 ! 2,490 85.8 28,030 10.0
11 to less than 21 percent 70 ! 1.7 ! 80 ! # 210 5.5 480 0.1 ! 220 5.7 560 ! 0.1 ! 3,600 92.4 61,440 14.9
21 percent or more 70 ! 2.5 ! 90 ! #     190   7.0   430   0.2     200 ! 7.4 !       2,430   91.6   49,050   18.1  
                                                                 
Prevalence of schoolwide disruptions11                                                                 
No disruptions 210 1.8 280 # 530 4.7 1,140 0.1 800 7.1 2,720 0.2 ! 9,900 87.9 141,180 12.7
Any disruptions 3.5 ! 100 ! 9.8 ! 170 ! 70 ! 6.9 ! 170 ! 920 94.1 15,830 13.0
 
Percent of students absent on a daily basis 
0–2 percent 30 ! 0.1 ! 390 63.4 4,230 7.0
3–5 percent 40 ! 0.9 ! 140 3.1 300 0.1 260 5.9 760 ! 0.2 ! 3,720 83.2 43,500 9.9
6–10 percent 130 2.4 160 # 380 6.9 780 0.1 ! 450 8.1 1,430 ! 0.2 ! 5,330 95.4 86,780 14.4
More than 10 percent           70 ! 4.5 !       130 ! 8.1 !       1,380   88.1   22,490   16.9
#Rounds to zero.
!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.
1Rape was defined for respondents as "forced sexual intercourse (vaginal, anal, or oral penetration). Includes penetration from a foreign object."
2Sexual battery was defined for respondents as an "incident that includes threatened rape, fondling, indecent liberties, child molestation, or sodomy. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)."
3Physical attack or fight was defined for respondents as an "actual and intentional touching or striking of another person against his or her will, or the intentional causing of bodily harm to an individual."
4Weapon was defined for respondents as "any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others."
5Respondents 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."
6Student-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.
7Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
8Respondents 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?"
9Serious 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.
10Transfers 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.
11Schoolwide 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. Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school.
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).