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Table 8.  Number and percentage of public high schools reporting incidents of hate crime, gang-related crime, and gang-related hate crime at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2009–10

 
  Hate crime1   Gang-related crime2   Gang-related hate crime1,2  
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 720 5.8 2,420 0.2 1,820 14.9 11,260 0.9 320 2.6 1,320 0.1 !
 
Enrollment size
Less than 300 120 ! 5.6 !
300–499 90 ! 5.0 ! 230 ! 12.4 ! 970 ! 1.2 !
500–999 150 5.0 700 ! 0.3 ! 170 ! 5.7 ! 790 ! 0.4 ! 2.1 !
1,000 or more 450 8.4 1,120 0.1 1,310 24.7 9,350 1.0 220 4.1 910 0.1 !
 
Urbanicity
City 280 9.3 1,100 ! 0.3 ! 910 30.4 7,150 1.9 170 5.6 790 ! 0.2 !
Suburb 190 6.1 610 ! 0.1 ! 460 14.6 2,290 0.5 90 2.7 ! 290 ! 0.1
Town 120 ! 5.8 ! 330 ! 0.2 ! 210 10.1 1,300 ! 0.8 !
Rural 120 ! 3.0 ! 240 6.1 520 0.2 !
 
Crime level where students live3
High 180 16.8 400 36.9 2,890 2.7 80 ! 7.6 ! 370 !
Moderate 160 ! 6.9 ! 310 ! 0.1 ! 590 26.0 4,460 1.7 70 ! 3.1 !
Low 290 4.1 900 0.1 ! 510 7.4 2,550 0.4 100 ! 1.4 !
Mixed 90 4.6 ! 330 ! 320 16.2 1,360 0.6 70 ! 3.8 ! 180 ! 0.1 !
 
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students 
Less than 5 percent 110 ! 5.5 ! 260 ! 0.2 !
5 to less than 20 percent 80 ! 2.7 ! 150 4.7 470 ! 0.2
20 to less than 50 percent 170 5.7 570 ! 0.2 490 16.5 2,080 0.6 40 ! 1.2 !
50 percent or more 350 8.4 1,320 ! 0.3 ! 1,180 28.3 8,660 1.8 230 5.4 1,070 0.2 !
 
Percent of students eligible for
free or reduced-price lunch
0–20 percent 130 5.3 260 ! 0.1 150 6.3 550 0.2 50 ! 2.2 ! 120 ! #
21–50 percent 270 5.3 940 0.2 640 12.4 2,640 0.5 70 ! 1.4 ! 220 ! #
More than 50 percent 310 6.7 1,220 ! 0.3 ! 1,030 22.1 8,070 2.0 200 4.3 980 ! 0.2 !
 
Percent of students below 15th
percentile on standardized tests
0–5 percent 230 5.4 490 0.1 ! 420 10.0 1,540 0.4 90 ! 2.2 ! 260 ! 0.1
6–15 percent 200 4.2 830 ! 0.2 610 12.8 4,380 0.9 90 1.8 ! 370 ! 0.1 !
More than 15 percent 280   8.8   1,090 ! 0.3 !   790   24.6   5,340   1.7     140 ! 4.5 ! 690 ! 0.2 !
                                                
Percent of students likely
to attend college
                                              
0–35 percent 180 7.9 540 ! 0.3 ! 470 21.1 3,360 ! 1.9
36–60 percent 180 5.7 530 ! 0.2 ! 540 17.2 3,810 1.3 120 3.7 ! 410 ! 0.1 !
More than 60 percent 360 5.2 1,350 ! 0.2 ! 820 11.9 4,090 0.5 140 2.0 400 ! 0.1
 
Percent of students who consider
academic achievement important
0–25 percent 130 ! 14.6 ! 500 ! 0.8 !
26–50 percent 170 7.4 520 ! 0.3 ! 400 17.3 3,230 ! 1.7 ! 100 ! 4.4 ! 520 ! 0.3 !
51–75 percent 230 6.6 570 16.5 3,620 1.0 110 ! 3.1 ! 500 !
More than 75 percent 280 5.1 780 0.1 ! 720 12.9 3,910 0.6 110 ! 2.0 ! 300 ! #
 
Percent male enrollment
0–44 percent 4.4 ! 200 14.3 1,240 ! 1.2 !
45–55 percent 580 6.0 1,740 0.2 1,540 15.8 9,510 0.9 260 2.7 890 0.1
More than 55 percent 70 ! 6.7 ! 80 ! 7.3 !
 
Student-to-FTE ratio4
Less than 12 students 150 ! 8.7 ! 380 ! 0.5 !
12–16 students 260 6.0 750 0.2 540 12.3 2,700 0.7 110 ! 2.6 ! 520 ! 0.1 !
More than 16 students 380 6.2 1,480 ! 0.2 ! 1,140 18.5 8,180 1.1 190 3.2 760 ! 0.1 !
 
Number of classroom changes 5
0–3 changes 30 ! 80 ! 11.1 ! 230 ! 0.4 !
4–6 changes 320 5.4 990 0.2 980 16.8 5,940 1.0 130 2.2 370 0.1
More than 6 changes 370 6.6 1,380 ! 0.3 ! 760 13.4 5,090 0.9 ! 180 3.1 870 ! 0.2 !
 
Regular use of law enforcement 6
Regular use 630 6.7 2,180 0.2 1,680 17.9 10,930 1.0 300 3.2 1,280 0.1 !
No regular use 90 ! 3.1 ! 240 ! 0.2 ! 150 ! 5.0 ! 330 ! 0.3 !
 
Number of serious discipline problems7
No problems 420 5.0 1,050 0.1 ! 950 11.3 4,640 0.6 170 2.0 690 ! 0.1 !
1 problem 70 ! 3.5 ! 350 16.7 2,060 ! 0.9 ! 40 ! 1.8 ! 80 ! #
2 problems 120 ! 13.6 ! 240 28.3 1,420 ! 1.2 ! 80 ! 9.1 !
3 or more problems 110 11.5 420 ! 0.4 ! 290 30.8 3,150 ! 2.8 ! 40 ! 3.9 !
 

Transfers as a percentage
of enrollment8

Less than 6 percent 80 ! 2.9 ! 250 ! 0.1 ! 260 ! 9.2 1,210 ! 0.4 ! 40 ! 1.3 !
6 to less than 11 percent 230 7.8 600 0.2 ! 310 10.6 1,930 0.7 80 ! 2.7 !
11 to less than 21 percent 190 4.8 670 ! 0.2 610 15.7 3,850 0.9 130 3.2 ! 480 ! 0.1 !
21 percent or more 220   8.3         650   24.4   4,270 ! 1.6 !   80 ! 3.1 !    
                                                
Prevalence of schoolwide
disruptions9
                                              
No disruptions 640 5.6 2,260 0.2 1,480 13.1 9,260 0.8 290 2.5 1,200 0.1 !
Any disruptions 80 ! 8.2 ! 160 ! 340 35.3 2,000 1.6 40 ! 3.8 !
 

Percent of students
absent on a daily basis 

0–2 percent 50 ! 8.0 ! 120 ! 0.2 !
3–5 percent 160 3.7 510 ! 0.1 ! 450 10.0 1,990 0.5 100 ! 2.3 ! 250 ! 0.1
6–10 percent 390 6.9 1,160 0.2 1,000 18.0 5,780 1.0 160 2.8 700 ! 0.1 !
More than 10 percent 140 ! 9.1         320   20.7   3,370 ! 2.5 !          
#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.
1A hate crime was defined for respondents as "a criminal offense or threat against a person, property, or society that is motivated, in whole or in part, by the offender's bias against a race, color, national origin, ethnicity, gender, religion, disability, or sexual orientation."
2Gang was defined for respondents as "an ongoing loosely organized association of three or more persons, whether formal or informal, that has a common name, signs, symbols, or colors, whose members engage, either individually or collectively, in violent or other forms of illegal behavior."
3Respondents 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.
4Student-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.
5Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
6Respondents 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?"
7Serious 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 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.
8Transfers 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.
9Schoolwide 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).