Table 25. Number and percentage of public schools reporting one or more teachers trained to recognize early warning signs of potentially violent students with the average number of teachers trained per school, and the average number of training hours per teacher trained, by selected school characteristics: 1999

School Survey on Crime and Safety (SSOCS)

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Table 25. Number and percentage of public schools reporting one or more teachers trained to recognize early warning signs of potentially violent students with the average number of teachers trained per school, and the average number of training hours per teacher trained, by selected school characteristics: 1999–2000

School characteristic	Number of schools with one or more teachers trained	Percent of schools with one or more teachers trained	Average number of teachers trained per school	Average number of hours of training per teacher trained
All public schools	29,086	35	26	6

Level
Elementary	16,985	34	21	6
Middle	5,886	38	27	7
Secondary	4,809	41	43	7
Combined	1,405	29	25	6

Enrollment size
Less than 300	5,950	30	13	6
300–499	7,613	33	22	6
500–999	11,814	39	26	6
1,000 or more	3,709	43	53	7

Urbanicity
City	7,602	39	27	7
Urban fringe	9,240	35	28	6
Town	3,909	37	25	7
Rural	8,335	32	23	6

Crime level where students live ¹
High	2,600	47	29	8
Moderate	6,353	45	25	6
Low	17,671	33	26	6
Mixed	2,351	30	31	7

Percent minority enrollment¹
0–5 percent	8,173	33	21	6
6–20 percent	6,146	34	36	5
21–50 percent	6,483	39	24	6
More than 50 percent	7,985	37	25	7

Percent of students eligible for free/reduced-price lunch
0–20 percent	7,720	34	27	6
21–50 percent	9,109	32	27	6
More than 50 percent	12,257	41	25	7

Percent of students below 15th percentile on standardized tests
0–5 percent	9,358	37	25	6
6–15 percent	10,777	33	26	6
More than 15 percent	8,951	37	27	7

Percent of students likely to attend college
0–35 percent	9,542	39	25	7
36–60 percent	9,520	32	24	6
More than 60 percent	10,023	36	29	6

Percent of students who consider academic achievement important
0–25 percent	2,346	35	30	7
26–50 percent	6,153	35	25	7
51–75 percent	9,881	37	24	6
More than 75 percent	10,706	35	28	6

Percent male enrollment
0–44 percent	4,074	41	22	7
45–55 percent	21,432	34	28	6
More than 55 percent	3,580	37	20	7

Student/teacher ratio¹,²
Less than 12	9,334	34	27	6
12–16	9,834	36	28	7
More than 16	8,606	37	23	6

Number of classroom changes¹
0–3 changes	8,043	36	22	6
4–6 changes	12,069	34	26	7
More than 6 changes	7,746	38	28	6

Use of paid law enforcement ³
Regular use	17,453	41	30	6
No regular use	11,632	29	21	7

Number of serious discipline problems ⁴
No problems	13,570	30	20	6
1 problem	6,555	41	20	6
2 problems	4,131	46	30	7
3 or more problems	4,829	43	34	6

Transfers as percentage of enrollment¹,⁵
0 to 6 percent	6,853	35	28	6
6 to 11 percent	6,785	38	24	7
11 to 21 percent	6,191	33	28	7
21 percent or more	8,526	38	25	6

Prevalence of schoolwide disruptions¹,⁶
No disruptions	24,115	35	25	6
Any disruptions	3,523	43	32	7

Percent of students absent without excuses
None	4,593	30	20	6
1–2 percent	11,467	35	24	7
3–5 percent	7,807	37	29	6
6–10 percent	3,597	43	32	6
More than 10 percent	1,622	43	29	8

Prevalence of violent incidents¹,⁷
No violent incidents	7,465	32	23	6
Any violent incidents	21,397	37	27	6
¹ 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.
² 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.
³ 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.
⁴ 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.
⁵ 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.
⁶ 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.
⁷ 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.
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 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." 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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