Table 8. Number and percentage of public schools reporting violent and other incidents of hate crimes with the number of incidents reported, by selected school characteristics: 1999

School Survey on Crime and Safety (SSOCS)

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Table 8. Number and percentage of public schools reporting violent and other incidents of hate crimes with the number of incidents reported, by selected school characteristics: 1999–2000

School characteristic	Violent incidents ¹			Serious violent incidents ²			Theft ³			Other incidents ⁴
School characteristic	Num- ber of schools	Per- cent of schools	Num- ber of incidents	Num- ber of schools	Per- cent of schools	Num- ber of incidents	Num- ber of schools	Per- cent of schools	Num- ber of incidents	Num- ber of schools	Per- cent of schools	Num- ber of incidents
All public schools	2,536	3	14,027	339	#	439	157	#	355	2,109	3	4,765

Level
Elementary	806	2	8,239	‡	‡	‡	#	#	#	1,081	2	2,146
Middle	918	6	3,447	82	1	105	‡	‡	‡	542	4	1,766
Secondary	723	6	2,095	148	1	226	125	1	208	372	3	621
Combined	89	2	246	#	#	#	‡	‡	‡	113	2	231

Enrollment size
Less than 300	96	#	349	#	#	#	‡	‡	‡	430	2	518
300–499	561	2	1,495	174	1	197	#	#	#	537	2	1,222
500–999	1,227	4	9,501	56	#	56	76	#	238	849	3	2,248
1,000 or more	651	7	2,683	108	1	186	47	1	82	293	3	777

Urbanicity
City	863	4	3,457	49	#	119	79	#	179	714	4	2,160
Urban fringe	784	3	5,762	113	#	136	#	#	#	763	3	1,346
Town	438	4	896	151	1	151	44	#	141	236	2	324
Rural	451	2	3,912	‡	‡	‡	‡	‡	‡	396	2	935

Crime level where students live ⁵
High	306	6	4,040	#	#	#	#	#	#	220	4	969
Moderate	573	4	2,669	68	#	89	‡	‡	‡	583	4	1,391
Low	1,350	2	5,857	193	#	216	107	#	221	1,147	2	2,147
Mixed	307	4	1,462	77	1	135	‡	‡	‡	159	2	258

Percent minority enrollment⁵
0–5 percent	773	3	4,528	157	1	188	‡	‡	‡	391	2	840
6–20 percent	554	3	1,775	25	#	25	65	#	81	250	1	708
21–50 percent	571	3	5,173	62	#	82	#	#	#	657	4	1,415
More than 50 percent	602	3	2,461	95	#	145	63	#	146	793	4	1,746

Percent of students eligible for free/reduced- price lunch
0–20 percent	770	3	1,939	170	1	190	‡	‡	‡	500	2	1,061
21–50 percent	1,008	3	5,471	115	#	147	44	#	60	705	2	1,298
More than 50 percent	759	3	6,618	54	#	103	85	#	169	904	3	2,406

Percent of students below 15th percentile on standardized tests
0–5 percent	482	2	1,710	42	#	65	63	#	161	536	2	817
6–15 percent	1,089	3	4,899	192	1	249	49	#	84	661	2	1,960
More than 15 percent	966	4	7,418	105	#	125	‡	‡	‡	911	4	1,988

Percent of students likely to attend college
0–35 percent	662	3	6,508	63	#	108	‡	‡	‡	709	3	2,477
36–60 percent	948	3	5,042	151	1	171	‡	‡	‡	912	3	1,307
More than 60 percent	926	3	2,477	125	#	160	56	#	153	488	2	982

Percent of students who consider academic achievement important
0–25 percent	188	3	1,201	#	#	#	#	#	#	144	2	671
26–50 percent	597	3	5,373	‡	‡	‡	‡	‡	‡	494	3	1,076
51–75 percent	1,006	4	2,711	230	1	273	76	#	157	907	3	1,960
More than 75 percent	745	2	4,743	67	#	87	63	#	161	564	2	1,057

Percent male enrollment
0–44 percent	451	5	8,266	39	#	39	#	#	#	367	4	498
45–55 percent	1,847	3	4,648	281	#	345	90	#	188	1,407	2	3,599
More than 55 percent	238	2	1,114	‡	‡	‡	67	1	167	335	3	668

Student/teacher ratio⁵,⁶
Less than 12	608	2	1,891	109	#	132	‡	‡	‡	497	2	942
12–16	993	4	2,924	129	#	149	56	#	153	841	3	1,234
More than 16	831	4	8,689	82	#	102	‡	‡	‡	752	3	2,571

Number of classroom changes⁵
0–3 changes	252	1	1,056	‡	‡	‡	#	#	#	450	2	588
4–6 changes	1,159	3	9,281	213	1	279	90	#	173	1,083	3	2,901
More than 6 changes	987	5	3,077	96	#	131	67	#	181	504	2	1,159

Use of paid law enforcement ⁷
Regular use	1,938	5	10,348	230	1	331	123	#	320	1,377	3	4,010
No regular use	598	2	3,680	‡	‡	‡	‡	‡	‡	732	2	755

Number of serious discipline problems ⁸
No problems	578	1	1,140	155	#	155	‡	‡	‡	744	2	1,360
1 problem	333	2	973	80	1	138	85	1	169	340	2	607
2 problems	409	5	1,314	58	1	93	‡	‡	‡	330	4	428
3 or more problems	1,216	11	10,601	45	#	53	‡	‡	‡	694	6	2,370

Transfers as percentage of enrollment⁵,⁹
0 to 6 percent	620	3	1,812	‡	‡	‡	60	#	60	312	2	612
6 to 11 percent	616	3	4,367	87	#	109	46	#	161	402	2	973
11 to 21 percent	583	3	2,186	63	#	63	#	#	#	731	4	1,349
21 percent or more	633	3	5,292	54	#	86	‡	‡	‡	485	2	957

Prevalence of schoolwide disruptions⁵,¹⁰
No disruptions	1,676	2	10,919	218	#	264	125	#	258	1,592	2	3,345
Any disruptions	758	9	2,601	120	1	176	‡	‡	‡	150	2	214

Percent of students absent without excuses
None	84	1	417	‡	‡	‡	#	#	#	350	2	597
1–2 percent	988	3	2,714	180	1	180	‡	‡	‡	835	3	2,153
3–5 percent	745	4	4,720	81	#	112	79	#	194	379	2	993
6–10 percent	445	5	1,432	30	#	50	‡	‡	‡	244	3	650
More than 10 percent	274	7	4,744	39	1	89	‡	‡	‡	301	8	372
# Rounds to zero.
‡ Reporting standards not met.
¹ Violent incidents include 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.
² Serious violent incidents include rape, sexual battery other than rape, physical attack or fight with a weapon, threat of physical attack with a weapon, and robbery with or without a weapon.
³ Theft/larceny (taking things over $10 without personal confrontation) was defined for respondents as, "the unlawful taking of another person's property without personal confrontation, threat, violence, or bodily harm. Included are pocket picking, stealing purse or backpack (if left unattended or no force was used to take it from owner), theft from a building, theft from a motor vehicle or motor vehicle parts or accessories, theft of bicycles, theft from vending machines, and all other types of thefts."
⁴ Other incidents include possession of a firearm or explosive device, possession of a knife or sharp object, distribution of illegal drugs, possession or use of alcohol or illegal drugs, sexual harassment, or vandalism.
⁵ Some schools are omitted from these categories because of missing data on their school characteristics. For this reason, the detailed results do not sum to the totals. See appendix J of 2000 School Survey on Crime and Safety (SSOCS) Detailed Data Documentation (NCES 2004-307) for further information.
⁶ Student/teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time equivalent teachers. The total number of full-time equivalent teachers is a combination of the full-time and part-time teachers, including special education teachers, with an adjustment to compensate for the part-time status.
⁷ Schools were included as regularly using paid law enforcement if they reported the use of paid law enforcement during any of the following times: at any time during school hours, while students were arriving or leaving, at selected school activities (e.g., athletic and social events, open houses, science fairs), or at any other time that the respondent specified.
⁸ Serious discipline problems is a count of discipline problems reported by principals. These discipline problems include student racial tensions, student bullying, student verbal abuse of teachers, widespread disorder in classrooms, and student acts of disrespect for teachers. If a principal 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. Undesirable gang activities and undesirable cult or extremist group activities were also counted once as a problem if the principal reported that these events occurred at all in their school.
⁹ 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.
¹⁰ Schoolwide disruptions include actions that disrupted school activities such as bomb threats or anthrax threats. Respondents were instructed to exclude all fire alarms, including false alarms.
NOTE: Detail may not sum to totals because of rounding. "At school/at your school" was defined for respondents as including activities happening in school buildings, on school grounds, on school buses, and at places that are holding school-sponsored events or activities. Respondents were instructed to, unless the survey specified otherwise, only respond for those times that were during normal school hours or when school activities/events were in session. A 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." Elementary schools are defined as schools in which the lowest grade is not higher than grade 3 and the highest grade is not higher than grade 8. Middle schools are defined as schools in which the lowest grade is not lower than grade 4 and the highest grade is not higher than grade 9. Secondary 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. Combined schools include all other combinations of grades, including K–12 schools.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2000.

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