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 2009

School Survey on Crime and Safety (SSOCS)

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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 2009–10


	Distribution, possession, or use of illegal drugs									Distribution, possession, or use of alcohol							Vandalism¹
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
All public high schools	9,400		77.2		78,700		6.4		6,300	51.6	29,300		2.4		7,600	62.5		49,400		4.0

Enrollment size
Less than 300	900		40.0		3,000		5.7	!	400	18.1	1,200	!	2.2	!	900	40.5		1,900		3.7
300–499	1,300	!	70.4	!	4,000		5.0		700	39.5	1,300		1.6		1,100	59.4		4,300		5.4
500–999	2,400		81.1		10,800		5.2		1,300	44.3	5,400		2.6		1,600	53.4		6,100		3.0
1,000 or more	4,900		92.8		61,000		6.8		3,900	73.6	21,500		2.4		4,100	77.7		37,000		4.1

Urbanicity
City	2,400		81.5		29,700		7.9		1,800	59.8	10,000		2.7		2,100	71.4		23,300		6.2
Suburb	2,600		83.3		25,700		5.6		1,900	61.4	10,100		2.2		2,200	69.9		14,600		3.2
Town	1,800		83.7		10,500		6.6		1,000	46.8	3,800		2.4		1,300	60.9		5,100		3.2
Rural	2,600		65.5		12,800		5.3		1,600	40.1	5,500		2.3		2,000	50.7		6,400		2.6

Crime level where students live²
High	800	!	74.1		10,500		9.6		600	52.8	2,200		2.0		800	71.4		10,900	!	10.1	!
Moderate	1,900		85.5		20,500		7.9		1,400	61.5	7,500		2.9		1,700	75.4		12,100		4.7
Low	5,100		74.0		34,500		5.3		3,300	47.8	15,200		2.4		3,800	55.5		19,000		2.9
Mixed	1,600		80.4		13,300		6.0		1,000	52.6	4,400		2.0		1,300	67.4		7,400		3.3

Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/ Alaska Native students
Less than 5 percent	1,400		68.0		5,700		4.8		700	37.2	2,300		1.9		1,000	50.3		3,100		2.6
5 to less than 20 percent	2,400		79.1		15,000		5.0		1,600	52.0	7,600		2.6		1,900	62.8		9,000		3.0
20 to less than 50 percent	2,400		81.4		22,300		6.3		1,800	59.0	8,600		2.5		1,900	64.8		9,600		2.7
50 percent or more	3,200		77.1		35,700		7.6		2,200	52.9	10,800		2.3		2,800	66.6		27,700		5.9

Percent of students eligible for free or reduced-price lunch
0–20 percent	1,900		78.6		14,900		4.5		1,500	63.2	8,200		2.5		1,400	58.7		8,000		2.4
21–50 percent	4,000		76.9		31,300		6.3		2,600	51.2	12,500		2.5		3,300	64.8		15,600		3.1
More than 50 percent	3,600		76.7		32,500		7.9		2,100	46.0	8,700		2.1		2,900	61.9		25,800		6.2

Percent of students below 15th percentile on standardized tests
0–5 percent	3,000		71.5		22,900		5.4		2,200	52.0	9,900		2.3		2,400	55.3		11,900		2.8
6–15 percent	3,900		80.6		29,500		6.0		2,400	50.6	11,400		2.3		3,100	65.6		17,800		3.6
More than 15 percent	2,500		79.7		26,300		8.4		1,700	52.6	8,100		2.6		2,200	67.5		19,600		6.3

Percent of students likely to attend college
0–35 percent	1,800		80.0		18,000		9.9		1,000	45.2	5,700		3.1		1,500	65.8		12,100	!	6.6	!
36–60 percent	2,500		79.5		19,300		6.8		1,600	50.4	6,700		2.3		2,000	64.6		12,800		4.5
More than 60 percent	5,200		75.2		41,400		5.4		3,700	54.2	17,000		2.2		4,200	60.5		24,500		3.2

Percent of students who consider academic achievement important
0–25 percent	700		82.6		6,200	!	10.5	!	400	40.3	1,300	!	2.3		500	59.8		‡		‡
26–50 percent	1,800		75.8		15,600		8.4		1,000	44.5	5,200		2.8		1,400	58.1		8,800		4.7
51–75 percent	2,800		80.6		23,400		6.7		1,800	53.2	7,400		2.1		2,300	68.1		14,500		4.1
More than 75 percent	4,200		74.8		33,500		5.2		3,100	55.4	15,400		2.4		3,400	61.4		19,800		3.1

Percent male enrollment
0–44 percent	900		62.2		5,300		4.9		400	31.0	1,500		1.4		700	46.4		4,200		3.9
45–55 percent	7,900		80.8		69,800		6.5		5,400	55.8	26,500		2.5		6,500	66.2		42,600		4.0
More than 55 percent	700		63.6		3,600		5.8		400	40.7	1,400	!	2.2		500	50.6		2,600		4.1

Student-to-FTE ratio³
Less than 12 students	900		53.9		4,300		5.8		600	37.3	2,000		2.6		1,000	57.6		3,700		4.9
12–16 students	3,300		76.2		21,800		5.5		2,200	49.2	8,800		2.2		2,500	57.6		15,100		3.8
More than 16 students	5,200		84.3		52,600		6.9		3,500	57.3	18,600		2.4		4,100	67.4		30,600		4.0

Number of classroom changes ⁴
0–3 changes	600		82.3		4,500		7.0		300	43.5	1,400		2.2		400	56.0		2,100		3.3
4–6 changes	4,700		80.5		42,900		6.9		3,100	53.1	15,400		2.5		3,700	64.2		28,900		4.7
More than 6 changes	4,100		73.1		31,300		5.7		2,900	51.1	12,500		2.3		3,500	61.6		18,300		3.3

Regular use of law enforcement ⁵
Regular use	7,900		84.0		72,900		6.6		5,500	58.5	27,100		2.4		6,400	68.2		45,400		4.1
No regular use	1,600		55.1		5,800		4.6		800	29.1	2,300		1.8		1,300	43.9		4,000		3.1

Number of serious discipline problems⁶
No problems	6,200		74.4		41,800		5.4		3,900	46.3	16,900		2.2		4,800	57.1		24,600		3.2
1 problem	1,600		76.6		15,100		6.5		1,200	57.7	4,800		2.1		1,500	71.1		9,100		3.9
2 problems	800		91.6		9,300		8.0		600	66.8	3,600		3.1		700	80.7		5,700		4.9
3 or more problems	800		90.0		12,600		11.3		700	71.6	4,000		3.6		700	75.3		10,000	!	8.9	!

Transfers as a percentage of enrollment⁷
Less than 6 percent	1,900		68.1		10,400		3.8		1,100	39.4	4,600		1.7		1,500	54.4		7,500		2.7
6 to less than 11 percent	2,000		68.2		15,500		5.5		1,500	50.3	8,300		3.0		1,800	62.4		11,200		4.0
11 to less than 21 percent	3,300		84.5		25,800		6.3		2,100	54.5	8,800		2.1		2,500	64.5		13,800		3.3
21 percent or more	2,300		85.8		27,000		10.0		1,600	61.6	7,600		2.8		1,800	68.2		16,900		6.2

Prevalence of schoolwide disruptions⁸
No disruptions	8,600		76.5		66,900		6.0		5,700	50.8	26,000		2.3		6,900	61.1		38,500		3.5
Any disruptions	800		85.2		11,900		9.8		600	60.4	3,300		2.8		800	79.3		10,900	!	8.9	!

Percent of students absent on a daily basis
0–2 percent	400		62.2		2,400		4.0		300	41.8	1,400	!	2.3	!	300	51.1		1,600	!	2.7	!
3–5 percent	3,200		71.7		23,700		5.4		2,000	44.8	9,400		2.1		2,700	60.3		14,300		3.3
6–10 percent	4,600		82.1		41,700		6.9		3,200	57.2	14,900		2.5		3,800	67.3		27,700		4.6
More than 10 percent	1,300		81.2		10,900		8.2		900	54.7	3,600		2.7		900	56.3		5,700		4.3
!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.
¹Vandalism 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."
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.
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).

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