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Table 4.  Number and percentage of public high schools reporting student threats of physical attack and incidents of robbery that occurred at school, the number of incidents, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2009–10

 
  Student threat of physical attack with a weapon1   Student threat of physical attack without a weapon1   Robbery with a weapon1,2   Robbery without a weapon1,2
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     Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students  
All public high schools 1,220 10.0 3,230 0.3 7,570 61.9 93,890 7.6 130 1.0 ! ‡ ‡ 1,300 10.6 5,520 0.4
 
Enrollment size
Less than 300 ‡ ‡ ‡ ‡ 660 30.0 3,900 7.4 ! ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡
300–499 140 ! 7.9 ! ‡ ‡ 960 52.8 10,660 13.5 ‡ ‡ ‡ ‡ 90 ! 4.9 ! ‡ ‡
500–999 250 8.5 350 0.2 1,940 66.6 18,100 8.7 ‡ ‡ ‡ ‡ 210 7.1 530 ! 0.3 !
1,000 or more 770 14.5 2,310 0.3 4,020 75.7 61,230 6.8 80 ! 1.4 ! 100 ! # 900 17.0 4,480 0.5
 
Urbanicity
City 480 16.2 1,550 ! 0.4 ! 1,920 64.0 27,530 7.4 90 ! 3.1 ! ‡ ‡ 600 20.0 2,900 0.8
Suburb 320 10.0 1,010 0.2 2,320 73.2 30,100 6.6 ‡ ‡ ‡ ‡ 360 11.5 1,750 0.4
Town 140 6.6 210 ! 0.1 ! 1,350 64.0 11,030 6.9 ‡ ‡ ‡ ‡ 120 ! 5.6 ! 450 ! 0.3 !
Rural 280 7.0 460 ! 0.2 ! 1,990 50.2 25,230 10.4 ‡ ‡ ‡ ‡ 220 5.6 420 ! 0.2
 
Crime level where students live3
High 140 ! 12.7 ! ‡ ‡ 730 67.3 12,160 11.2 ‡ ‡ ‡ ‡ 270 25.3 1,610 1.5
Moderate 300 13.2 890 ! 0.3 ! 1,760 77.6 27,730 10.8 ‡ ‡ ‡ ‡ 410 18.1 2,010 0.8
Low 570 8.3 1,360 0.2 3,960 57.3 39,990 6.2 30 ! ‡ 30 ! # 440 6.4 1,410 0.2 !
Mixed 210 10.5 500 ! 0.2 ! 1,120 57.1 14,010 6.3 ‡ ‡ ‡ ‡ 170 8.8 490 0.2 !
                                                               
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/ Alaska Native students�                                                              
Less than 5 percent 190 9.3 310 ! 0.3 ! 1,220 60.6   9,460 7.9   ‡ ‡ ‡ ‡ 80 ! 3.9 ! 90 ! 0.1 !
5 to less than 20 percent 250   8.1 660 0.2 ! 1,950 63.3 22,650 7.6 ‡ ‡ ‡ ‡ 170 ! 5.4 ! 580 ! 0.2 !
20 to less than 50 percent 320   10.8 810 0.2 1,820 60.6 20,700 5.9   50 ! 1.6 ! 50 ! #   280 9.4 1,540 ! 0.4 !
50 percent or more 460   11.1 1,460 ! 0.3 ! 2,590 62.4 41,080 8.8   70 ! 1.6 ! ‡ ‡   770 18.6 3,310 0.7
 
Percent of students eligible for free or reduced-price lunch
0–20 percent 270 11.2 730 0.2 ! 1,390 57.3 12,510 3.8 ‡ ‡ ‡ ‡   190 7.9 870 ! 0.3 !
21–50 percent 580   11.2 1,390 0.3 3,340 64.8 37,210 7.5 ‡ ‡ ‡ ‡   440 8.6 1,480 0.3
More than 50 percent 370   7.9 1,110 ! 0.3 ! 2,850 61.1 44,170 10.7 90 ! 1.8 ! ‡ ‡   670 14.4 3,170 0.8
 
Percent of students below 15th percentile on standardized tests
0–5 percent 370   8.6 800 0.2 2,420 56.8 23,100 5.4 ‡ ‡ ‡ ‡   370 8.7 1,130 0.3
6–15 percent 600   12.5 1,600 0.3 3,110 65.0 39,220 7.9   40 ! 0.8 ! 40 ! #   350 7.3 1,330 0.3
More than 15 percent 250   7.9   830 ! 0.3 !   2,040   64.1   31,570   10.1     80 ! 2.4 ! ‡   ‡     580   18.3   3,050   1.0  
                                                                 
Percent of students likely to attend college                                                                
0–35 percent 190 ! 8.7 ! 570 ! 0.3 ! 1,440 65.3 18,890 10.4 ‡ ‡ ‡ ‡ 280 12.7 1,100 ! 0.6 !
36–60 percent 230 7.4 530 0.2 1,980 63.5 29,730 10.4 ‡ ‡ ‡ ‡ 360 11.6 2,290 0.8
More than 60 percent 800 11.5 2,130 0.3 4,150 60.0 45,270 5.9 80 ! 1.1 ! ‡ ‡ 660 9.5 2,130 0.3
            
Percent of students who consider academic achievement important           
0–25 percent 60 ! 7.0 ! ‡ ‡ 590 65.5 7,430 12.7 ‡ ‡ ‡ ‡ 60 ! ‡ ‡ ‡
26–50 percent 210 8.8 630 ! 0.3 ! 1,410 60.5 20,450 11.0 ‡ ‡ ‡ ‡ 270 11.4 1,300 0.7 !
51–75 percent 380 11.1 1,060 0.3 ! 2,220 64.5 27,520 7.9 70 ! 2.0 ! ‡ ‡ 430 12.4 2,390 0.7
More than 75 percent 570 10.2 1,380 0.2 3,350 60.3 38,490 6.0 30 ! ‡ ‡ ‡ 550 9.8 1,740 0.3
                
Percent male enrollment               
0–44 percent 140 ! 9.9 ! ‡ ‡ 700 48.7 9,160 8.5 ‡ ‡ ‡ ‡ 150 10.8 1,010 ! 0.9 !
45–55 percent 1,040 10.7 2,610 0.2 6,360 65.2 80,170 7.5 80 ! 0.8 ! 80 ! # 1,000 10.3 4,060 0.4
More than 55 percent ‡ ‡ ‡ ‡ 520 49.1 4,560 7.3 ‡ ‡ ‡ ‡ 150 ! 13.9 ! 450 ! 0.7 !
 
Student-to-FTE ratio4
Less than 12 students 90 ! 5.4 ! 190 ! 0.3 ! 780 46.0 7,240 9.6 ‡ ‡ ‡ ‡ 200 ! 11.8 ! 690 ! 0.9 !
12–16 students 420 9.5 900 0.2 2,660 60.6 33,680 8.5 ‡ 1.0 ! ‡ ‡ 430 9.9 2,350 0.6
More than 16 students 710 11.5 2,140 0.3 4,130 67.2 52,980 6.9 80 ! 1.4 ! ‡ ‡ 670 10.9 2,470 0.3
 
Number of classroom changes 5
0–3 changes 60 ! 8.6 ! ‡ ‡ 400 54.0 3,590 5.6 ‡ ‡ ‡ ‡ 100 ! 13.4 ! ‡ ‡
4–6 changes 570 9.7 1,310 0.2 3,620 62.1 50,400 8.1 70 ! 1.2 ! 100 ! ‡ 580 9.9 2,860 0.5
More than 6 changes 590 10.4 1,690 ! 0.3 ! 3,560 62.7 39,900 7.3 ‡ ‡ ‡ ‡ 620 11.0 2,410 0.4
 
Regular use of law enforcement 6
Regular use 1,020 10.9 2,960 0.3 6,260 66.9 81,510 7.4 130 1.3 ! ‡ ‡ 1,190 12.8 5,270 0.5
No regular use 200 7.1 270 ! 0.2 ! 1,320 45.6 12,380 9.7 ‡ ‡ ‡ ‡ 110 ! 3.8 ! ‡ ‡
 
Number of serious discipline problems7
No problems 590 7.0 1,160 0.2 4,560 54.5 48,150 6.2 ‡ ‡ ‡ ‡ 750 8.9 2,310 0.3
1 problem 290 13.9 640 0.3 1,590 76.5 21,150 9.1 ‡ ‡ ‡ ‡ 190 9.0 490 ! 0.2 !
2 problems 150 ! 17.5 ! ‡ ‡ 660 76.8 9,480 8.1 ‡ ‡ ‡ ‡ 160 18.8 850 ! 0.7 !
3 or more problems 190 20.8 850 ! 0.8 760 81.5 15,120 13.6 ‡ ‡ ‡ ‡ 210 22.0 1,860 1.7
 
Transfers as a percentage of enrollment8
Less than 6 percent 310 11.2 760 0.3 1,470 52.7 16,200 5.9 ‡ ‡ ‡ ‡ 250 8.9 710 0.3
6 to less than 11 percent 280 9.6 600 0.2 1,750 60.2 18,130 6.5 ‡ ‡ ‡ ‡ 320 11.1 870 0.3
11 to less than 21 percent 340 8.8 1,010 0.2 2,530 65.0 31,450 7.6 40 ! 1.0 ! ‡ ‡ 440 11.2 2,220 0.5
21 percent or more 280   10.8   ‡   ‡     1,820   68.9   28,110   10.4     ‡   ‡   ‡   ‡     290   11.0   1,710 ! 0.6 !
                                                                 
Prevalence of schoolwide disruptions9                                                                
No disruptions 1,080 9.6 2,650 0.2 6,860 60.9 84,150 7.6 100 ! 0.9 ! ‡ ‡ 1,140 10.1 4,730 0.4
Any disruptions 140 14.4 580 0.5 720 73.8 9,740 8.0 ‡ ‡ ‡ ‡ 170 17.1 780 ! 0.6 !
 
Percent of students absent on a daily basis 
0–2 percent 50 ! 7.6 ! ‡ ‡ 270 43.8 2,100 3.5 ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡
3–5 percent 330 7.4 940 0.2 2,440 54.6 25,940 5.9 ‡ ‡ ‡ ‡ 450 10.1 1,490 0.3
6–10 percent 740 13.3 1,480 0.2 3,860 69.1 50,430 8.4 ‡ 0.8 ! ‡ ‡ 600 10.7 2,070 0.3
More than 10 percent 100 ! 6.4 ! ‡   ‡     1,000   64.1   15,430   11.6     ‡   ‡   ‡   ‡     220   14.1   1,840 ! 1.4 !
#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.
1Weapon was defined for respondents as "any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others."
2Robbery was defined for respondents as "the taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or battery."
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 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.
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).

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