Table 8. Number and percentage of public 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 2005

School Survey on Crime and Safety (SSOCS)

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Table 8. Number and percentage of public 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 2005–06

	Hate crime¹								Gang-related crime²								Gang-related hate crime^1,2,3
School characteristic	Num- ber of schools		Per- cent of schools		Num- ber of incidents		Rate per 1000 students		Num- ber of schools		Per- cent of schools		Num- ber of incidents		Rate per 1000 students		Num- ber of schools		Per- cent of schools		Num- ber of incidents		Rate per 1000 students
All public schools	3,870		5		11,140		#		4,790		6		30,660		1		650		1		3,060	!	#

Level⁴
Primary	1,350		3		3,100	!	#		1,140		2		3,150		#		‡		‡		‡		‡
Middle	970		6		3,670	!	#		1,660		11		9,080		1		290		2		1,350	!	#
High school	1,080		9		3,390		#		1,820		16		16,900		1		310		3		‡		‡
Combined	460	!	6	!	980	!	#		170	!	2	!	1,530	!	#		‡		‡		‡		‡

Enrollment size
Less than 300	630	!	3	!	‡		‡		350	!	2	!	‡		‡		‡		‡		‡		‡
300–499	950		4		2,840	!	#		590		2		1,410		#		‡		‡		‡		‡
500–999	1,360		5		2,690		#		1,910		7		9,140		#		230	!	1	!	440	!	#
1,000 or more	920		10		3,350		#		1,930		21		18,620		1		350		4		2,430	!	#

Urbanicity
City	980		5		3,180		#		2,490		12		20,150		1		380		2		2,570	!	#
Urban fringe	1,560		6		3,180		#		1,620		6		7,730		#		190	!	1	!	380	!	#
Town	540	!	7	!	‡		‡		300		4		‡		‡		60	!	1	!	60	!	#
Rural	780		3		2,620	!	#		380		1		1,180		#		‡		‡		‡		‡

Crime level where students live⁵
High	440	!	7	!	1,530	!	#		1,180		18		11,380		3		210		3		‡		‡
Moderate	950		6		2,280	!	#		1,560		10		9,620		1		170		1		‡		‡
Low	2,060		4		5,150		#		1,320		3		5,900		#		160	!	#		340	!	#
Mixed	410		4		‡		‡		730		7		3,760		1		110	!	1	!	160	!	#

Percent minority enrollment⁶
Less than 5 percent	580		4		‡		‡		80	!	#		‡		‡		‡		‡		‡		‡
5 to 20 percent	990		5		1,970		#		350		2		1,500	!	#		‡		‡		‡		‡
20 to 50 percent	960		5		3,080	!	#		1,100		6		5,580		#		150		1		320	!	#
50 percent or more	1,290		5		3,670		#		3,150		12		21,900		1		390		2		2,110	!	#

Percent of students eligible for free or reduced-price lunch
0–20 percent	910		5		1,800		#		400		2		1,730	!	#		‡		‡		230	!	#
21–50 percent	1,540		6		4,360		#		1,460		5		8,240		#		180		1		300		#
More than 50 percent	1,420		4		4,980		#		2,920		8		20,690		1		370		1		2,540	!	#

Percent of students below 15th per- centile on stan- dardized tests
0–5 percent	1,160		4		3,490	!	#		940		3		4,820		#		180	!	1	!	‡		‡
6–15 percent	1,390		4		3,880	!	#		1,790		5		9,030		#		220		1		‡		‡
More than 15 percent	1,320		6		3,770		#		2,060		10		16,810		1		250		1		720		#

Percent of students likely to attend college
0–35 percent	1,240		5		2,830		#		2,100		9		13,200		1		180		1		570	!	#
36–60 percent	800		3		3,560	!	#		1,350		5		8,760		1		250		1		2,080	!	#
More than 60 percent	1,820		5		4,750		#		1,330		4		8,710		#		220	!	1	!	410	!	#

Percent of students who consider academic achieve- ment important
0–25 percent	500	!	9	!	1,570	!	1	!	650		11		6,090		2		110	!	2	!	210	!	#
26–50 percent	510		3		‡		‡		1,100		7		7,600		1		150	!	1	!	480	!	#
51–75 percent	1,160		5		3,700	!	#		1,680		7		10,370		1		150	!	1	!	‡		‡
More than 75 percent	1,700		5		3,570		#		1,350		4		6,610		#		250	!	1	!	690	!	#

Percent male enrollment
0–44 percent	180	!	3	!	350	!	‡		400		7		4,120	!	1	!	100	!	2	!	‡		‡
45–55 percent	2,880		4		8,270		#		3,980		6		24,230		1		520		1		2,610	!	#
More than 55 percent	810		9		‡		‡		400		4		2,310	!	1	!	40	!	#		‡		‡

Student-to-FTE ratio⁷
Less than 12 students	1,300		5		3,910	!	#		1,840		7		11,490		1		240		1		630	!	#
12–16 students	1,250		9		3,060		#		1,560		11		11,300		1		200		1		‡		‡
More than 16 students

Number of class- room changes⁸	890		4		‡		‡		1,040		5		3,140		#		‡		‡		‡		‡
0–3 changes	1,280		4		3,450		#		1,860		5		14,190		1		320		1		‡		‡
4–6 changes	1,690		7		5,290		#		1,880		8		13,330		1		290		1		1,240	!	#
More than 6 changes

Regular use of law enforcement⁹
Regular use	2,590		7		7,710		#		3,710		11		27,760		1		530		2		2,810	!	#
No regular use	1,280		3		3,430	!	#		1,070		2		2,900		#		120	!	#		‡		‡

Number of serious discipline pro- blems¹⁰
No problems	1,990		4		3,880		#		2,280		4		11,290		#		300		1		550	!	#
1 problem	770		6		‡		‡		550		4		4,360		1		80	!	1	!	320	!	#
2 problems	370		5		990	!	#		640		9		4,410	!	1		50	!	1	!	‡		‡
3 or more problems	740		11		3,770	!	1	!	1,310		19		10,610		2		220		3		‡		‡

Transfers as a per- centage of enroll- ment¹¹
0 to 6 percent	700		4		1,210		#		450		3		3,630		#		130	!	1	!	330	!	#
6 to 11 percent	850		5		2,890	!	#		730		4		2,690		#		‡		‡		‡		‡
11 to 21 percent	980		4		2,090		#		1,210		5		7,380		1		180		1		470	!	#
21 percent or more	1,340		5		4,950		#		2,400		9		16,960		1		240		1		2,060	!	‡

Prevalence of school- wide disruptions¹²
No disruptions	600		11		1,450		#		730		13		6,150		1		130		2		330	!	#
Any disruptions	3,260		4		9,690		#		4,060		5		24,510		1		520		1		2,740	!	#

Percent of students absent on a daily basis
0–2 percent	240	!	3	!	330	!	#		240	!	3	!	750	!	#		‡		‡		‡		‡
3–5 percent	1,880		4		4,140		#		1,760		4		8,100		#		240		1		540	!	#
6–10 percent	1,370		6		3,740		#		1,910		8		12,950		1		280		1		910		#
More than 10 percent	380	!	6	!	‡		‡		870		13		8,870		2		110	!	2	!	‡		‡
#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 for this estimate is equal to 50 percent or more of the estimate's value.
¹ 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."
² Gang 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."
³ This item is new to the 2005–06 School Survey on Crime and Safety.
⁴ Primary 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. 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. Combined schools include all other combinations of grades, including K–12 schools.
⁵ 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."
⁶ Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
⁷ 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.
⁸ Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁹ 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?"
¹⁰ 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.
¹¹ 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.
¹² 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.
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. Reponses were provided by the principal or the person most knowledgeable about crime and safety issues at the school.
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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