Table 30. Percentage of public high schools reporting that their efforts to reduce or prevent crime at school were limited in a major or minor way due to specified school-level factors, by selected school characteristics: School year 2009

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Table 30. Percentage of public high schools reporting that their efforts to reduce or prevent crime at school were limited in a major or minor way due to specified school-level factors, by selected school characteristics: School year 2009–10


School characteristic	Lack of or inadequate teacher training in classroom management	Lack of or inadequate alternative placements or programs for disruptive students	Likelihood of complaints from parents		Lack of teacher support for school policies		Lack of parental support for school policies	Teachers’ fear of student retaliation		Fear of litigation	Inconsistent application of school policies by faculty or staff
All public high schools	49.8	59.4	32.0		33.3		49.0	26.0		31.8	57.5

Enrollment size
Less than 300	41.0	46.0	36.6		24.1		42.0	23.3		25.8	45.9
300–499	45.0	64.1	24.1		20.7		42.8	20.2		29.8	51.0
500–999	51.9	60.4	31.9		31.8		54.8	24.4		30.6	57.0
1,000 or more	54.1	62.8	32.8		42.3		50.8	29.9		35.7	64.9

Urbanicity
City	57.1	67.8	33.5		44.2		53.0	34.7		35.1	66.2
Suburb	49.3	60.0	32.2		34.1		47.4	23.0		32.6	60.5
Town	52.3	56.5	36.0		30.3		54.0	24.9		35.7	53.2
Rural	43.5	54.1	28.5		26.1		44.5	22.3		26.6	50.8

Crime level where students live¹
High	64.7	75.6	37.8		54.5		62.5	42.9		31.6	70.2
Moderate	63.4	70.1	33.9		44.2		56.5	40.5		37.6	69.1
Low	45.3	54.7	32.8		27.4		45.8	19.9		31.8	52.3
Mixed	41.9	54.3	23.7		29.8		44.0	21.0		25.3	55.7

Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/ Alaska Native students
Less than 5 percent	50.8	57.3	32.1		27.8		50.2	19.5		34.1	51.0
5 to less than 20 percent	48.5	59.3	33.1		26.9		44.7	25.1		33.2	56.0
20 to less than 50 percent	45.0	54.5	29.2		32.3		44.7	20.5		26.7	57.7
50 percent or more	53.8	64.0	33.1		41.6		54.6	33.6		33.4	61.6

Percent of students eligible for free or reduced-price lunch
0–20 percent	40.5	53.2	25.6		26.9		39.7	22.7		35.6	51.1
21–50 percent	53.5	61.8	32.6		35.1		50.0	25.5		30.2	61.0
More than 50 percent	50.6	59.9	34.6		34.8		52.7	28.1		31.6	57.0

Percent of students below 15th percentile on standardized tests
0–5 percent	39.8	50.4	30.0		26.4		42.3	19.1		28.8	49.5
6–15 percent	53.7	61.7	30.8		32.3		46.7	27.2		35.8	58.7
More than 15 percent	57.4	67.9	36.4		44.1		61.3	33.2		29.8	66.4

Percent of students likely to attend college
0–35 percent	57.8	65.0	40.3		36.5		53.4	35.8		37.9	55.7
36–60 percent	55.8	62.1	31.3		36.8		54.6	29.6		33.6	65.0
More than 60 percent	44.6	56.4	29.6		30.8		45.0	21.2		29.0	54.7

Percent of students who consider academic achievement important
0–25 percent	53.7	66.1	41.2		41.5		59.3	31.1		38.7	64.6
26–50 percent	54.2	58.8	34.4		33.2		52.8	29.4		28.6	61.0
51–75 percent	54.7	67.4	32.7		34.9		51.7	27.9		33.8	62.2
More than 75 percent	44.4	53.5	29.1		31.1		44.1	22.5		30.8	52.0

Percent male enrollment
0–44 percent	36.1	54.3	37.6		26.3		44.9	24.0		31.3	46.3
45–55 percent	52.1	60.5	31.5		34.1		49.3	26.0		32.0	58.6
More than 55 percent	47.3	55.5	28.6		35.6		51.9	28.2		30.9	63.1

Student-to-FTE ratio²
Less than 12 students	48.4	51.5	28.3		27.4		47.7	29.6		22.5	50.9
12–16 students	50.1	58.8	34.0		35.2		51.8	23.9		31.8	58.9
More than 16 students	50.0	62.0	31.6		33.6		47.3	26.4		34.4	58.4

Number of classroom changes³
0–3 changes	33.3	57.0	41.3		22.0	!	39.1	21.1	!	37.1	44.6
4–6 changes	50.4	61.1	29.1		35.8		46.4	25.4		30.9	59.1
More than 6 changes	51.4	57.9	33.7		32.2		52.9	27.2		32.0	57.6

Regular use of law enforcement⁴
Regular use	52.9	61.1	32.8		37.4		50.9	29.1		34.8	58.0
No regular use	39.9	53.9	29.2		20.0		42.6	15.8		22.1	56.1

Number of serious discipline problems^⁵
No problems	42.4	53.9	28.3		25.2		42.3	20.2		28.7	50.1
1 problem	59.2	63.2	33.5		44.0		55.4	30.3		30.5	67.4
2 problems	74.5	80.9	45.1		54.3		73.0	40.5		41.9	77.6
3 or more problems	73.2	79.6	49.5		62.9		72.7	53.9		52.8	83.1

Transfers as a percentage of enrollment⁶
Less than 6 percent	45.2	55.0	36.0		28.7		42.9	16.2		30.6	46.6
6 to less than 11 percent	45.9	54.4	28.1		25.3		43.4	26.4		29.9	52.9
11 to less than 21 percent	54.2	63.9	31.3		36.4		52.8	30.0		32.6	65.0
21 percent or more	52.5	62.8	33.1		42.4		55.9	29.8		34.0	63.1

Prevalence of schoolwide disruptions⁷
No disruptions	50.0	59.1	32.1		32.6		48.0	25.5		30.8	57.1
Any disruptions	48.4	62.3	30.4		42.0		60.7	30.8		43.3	62.3

Percent of students absent on a daily basis
0–2 percent	34.3	42.8	23.1	!	18.8		30.9	15.5	!	16.2	37.7
3–5 percent	42.3	54.7	32.6		28.7		43.0	21.0		31.9	50.7
6–10 percent	56.0	62.1	31.6		35.4		52.0	28.7		32.3	61.8
More than 10 percent	55.5	69.5	35.0		44.7		62.3	34.2		35.9	69.2

Prevalence of violent incidents⁸
No violent incidents	22.3	35.4	17.5	!	12.5	!	33.3	16.6	!	26.5	29.5
Any violent incidents	52.6	61.8	33.4		35.4		50.6	26.9		32.3	60.3
!Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate's value.
¹Respondents 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."
²Student-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.
³Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁴Respondents 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?"
⁵Serious 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.
⁶Transfers 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.
⁷Schoolwide 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.
⁸Violent 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. 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).

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