Table 22. Percentage of public high schools reporting the use of selected violence prevention program components, by selected school characteristics: School year 2005

School Survey on Crime and Safety (SSOCS)

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Table 22. Percentage of public high schools reporting the use of selected violence prevention program components, by selected school characteristics: School year 2005–06
	Percentage of schools using selected violence prevention program components
School characteristic	Pre- vention curri- culum, instruc- tion, or train- ing for students¹	Behav- ioral or behavior modi- fication inter- vention for stu- dents	Counsel- ing, social work, psycho- logical, or therapeutic activity for students	Individual attention, mentoring, tutoring, or coach- ing of students by stu- dents or adults	Recrea- tional, enrich- ment, or leisure activities for students	Studentsï¿½ involvement in resolving student conduct problems²	Programs to promote a sense of com- munity or social inte- gration among students	Hotline or tipline for stu- dents to report problems
All public schools	74	79	90	88	82	54	75	44

Enrollment size
Less than 300	78	67	82	81	75	49	70	27
300–499	71	73	87	88	79	39	69	34
500–999	67	78	90	87	80	44	70	45
1,000 or more	78	86	95	91	88	66	82	53

Urbanicity
City	81	89	92	93	87	72	86	51
Urban fringe	74	80	92	90	83	59	79	45
Town	68	74	87	87	73	36	62	44
Rural	72	72	88	83	82	44	71	37

Crime level where students live³
High	88	98	95	99	92	77	85	39
Moderate	74	78	90	89	87	52	74	40
Low	74	76	89	86	79	50	74	45
Mixed	72	84	91	90	84	62	80	46

Percent minority enrollment⁴
Less than 5 percent	72	74	88	83	80	46	69	37
5 to less than 20 percent	70	71	91	86	81	50	75	42
20 to less than 50 percent	77	81	90	88	81	57	76	47
50 percent or more	81	89	91	93	87	62	80	49

Percent of students eligible for free or reduced-price lunch
0–20 percent	70	75	90	88	81	60	80	43
21–50 percent	74	78	92	86	81	50	73	44
More than 50 percent	80	84	88	90	85	52	73	43

Percent of students below 15th percentile on standardized tests
0–5 percent	70	75	88	87	82	55	79	37
6–15 percent	76	78	91	87	80	53	74	46
More than 15 percent	76	84	91	91	86	54	74	48

Percent of students likely to attend college
0–35 percent	78	84	89	90	80	53	69	46
36–60 percent	74	78	88	85	85	48	75	44
More than 60 percent	73	77	92	89	82	57	78	43

Percent of students who consider academic achievement important
0–25 percent	76	81	83	85	81	52	67	35
26–50 percent	76	79	89	88	81	47	73	44
51–75 percent	77	81	90	86	82	50	72	41
More than 75 percent	71	77	92	90	83	61	81	48

Percent male enrollment
0–44 percent	79	86	98	91	84	60	78	45
45–55 percent	73	77	90	87	81	53	75	44
More than 55 percent	85	88	88	95	91	56	81	40

Student-to-FTE ratio⁵
Less than 12 students	73	74	87	84	79	50	73	35
12–16 students	74	83	93	90	84	54	77	50
More than 16 students	77	82	92	92	85	59	77	52

Number of classroom changes⁶
0–3 changes	76	88	84	89	85	65	87	41
4–6 changes	76	82	92	90	84	56	76	46
More than 6 changes	72	74	89	85	79	50	73	42

Regular use of law enforcement⁷
Regular use	76	82	93	89	85	58	79	50
No regular use	69	68	82	84	74	41	64	25

Number of serious discipline problems⁸
No problems	74	79	89	87	81	52	77	44
1 problem	74	70	87	89	86	51	67	38
2 problems	70	83	92	87	84	60	74	46
3 or more problems	78	85	97	90	83	60	78	46

Transfers as a percentage of enrollment⁹
Less than 6 percent	72	73	89	85	83	54	82	40
6 to less than 11 percent	77	79	92	89	81	52	74	48
11 to less than 21 percent	71	81	90	85	83	50	75	44
21 percent or more	77	81	90	92	81	58	72	43

Prevalence of schoolwide disruptions¹⁰
No disruptions	74	77	89	87	82	53	76	42
Any disruptions	78	87	97	92	85	60	71	53

Percent of students absent on a daily basis
0–2 percent	66	54	79	91	80	54	82	51
3–5 percent	72	76	90	87	82	50	75	43
6–10 percent	76	81	91	87	81	54	74	44
More than 10 percent	76	87	89	93	87	65	80	41

Prevalence of violent incidents¹¹
No violent incidents	82	69	87	94	90	54	93	32
Any violent incidents	74	79	90	88	82	54	74	44
¹ For example, social skills training.
² For example, conflict resolution, peer mediation, or student court.
³ Respondents 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."
⁴ Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
⁵ Student-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.
⁶ Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁷ Respondents were asked, "During the 2005–2006 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school at least once a week?"
⁸ Serious discipline problems include student racial tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers, 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.
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 death threats, bomb threats, and chemical, biological, or radiological threats. Respondents were instructed to exclude all fire alarms, including false alarms.
¹¹ Violent 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: Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school. Detail may not sum to totals, because schools may have reported using more than one of these violence prevention program components. High 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.
SOURCE: U.S. Department of Education, National Center for Education Statistics (NCES), 2005–06 School Survey on Crime and Safety (SSOCS), 2006.

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