Table 22. Percentage of public primary 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 primary 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	Students� 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	90	94	92	92	83	57	80	19

Enrollment size
Less than 300	86	91	89	88	77	58	72	14
300–499	92	93	94	93	83	58	81	17
500–999	92	96	92	94	86	54	84	23
1,000 or more	86	93	87	96	87	76	76	34

Urbanicity
City	89	93	92	94	88	66	82	21
Urban fringe	94	95	93	95	83	52	83	16
Town	90	94	93	91	86	55	76	18	!
Rural	86	92	91	87	76	55	73	20

Crime level where students live³
Hoch	93	96	91	92	84	58	78	24
Moderate	90	97	93	94	85	61	81	25
Niedrig	90	91	91	91	81	56	80	17
Mixed	92	97	94	94	88	58	80	15

Percent minority enrollment⁴
Less than 5 percent	86	91	89	92	78	56	72	23
5 to less than 20 percent	91	91	94	86	83	54	80	17
20 to less than 50 percent	94	97	92	95	82	55	81	15
50 percent or more	89	94	92	94	86	62	81	20

Percent of students eligible for free or reduced-price lunch
0–20 percent	90	89	90	87	85	56	82	15
21–50 percent	92	95	94	95	80	54	78	18
More than 50 percent	89	95	92	93	83	60	79	21

Percent of students below 15th percentile on standardized tests
0–5 percent	89	90	90	92	81	59	79	16
6–15 percent	91	96	94	92	86	55	84	19
More than 15 percent	91	96	91	93	80	58	74	23

Percent of students likely to attend college
0–35 percent	92	96	93	92	79	55	75	21
36–60 percent	86	92	93	90	84	52	79	18
More than 60 percent	92	93	90	94	85	63	84	18

Percent of students who consider academic achievement important
0–25 percent	88	100	88	92	78	56	65	24	!
26–50 percent	91	92	91	90	77	48	77	16
51–75 percent	84	94	94	93	86	55	77	21
More than 75 percent	93	93	92	92	84	62	84	18

Percent male enrollment
0–44 percent	94	100	98	97	96	60	98	20	!
45–55 percent	90	92	92	93	83	57	79	19
More than 55 percent	89	98	89	85	77	60	75	18

Student-to-FTE ratio⁵
Less than 12 students	90	95	93	93	82	59	80	19
12–16 students	89	90	93	91	83	54	81	19
More than 16 students	92	94	89	93	84	57	78	18

Number of classroom changes⁶
0–3 changes	87	92	90	89	79	59	77	21
4–6 changes	92	94	95	94	87	55	83	19
More than 6 changes	93	96	90	96	82	61	77	9	!

Regular use of law enforcement⁷
Regular use	94	97	95	98	92	65	85	28
No regular use	89	92	91	90	79	55	78	15

Number of serious discipline problems⁸
No problems	90	93	91	92	81	55	81	18
1 problem	88	93	95	95	90	67	76	23
2 problems	94	98	98	96	83	58	79	24
3 or more problems	87	100	92	87	86	62	66	18	!

Transfers as a percentage of enrollment⁹
Less than 6 percent	90	92	90	86	83	55	77	9
6 to less than 11 percent	95	93	92	96	84	60	87	25
11 to less than 21 percent	86	91	92	90	80	56	77	18
21 percent or more	91	96	93	95	84	58	79	20

Prevalence of schoolwide disruptions¹⁰
No disruptions	90	93	92	92	83	57	79	18
Any disruptions	100	100	94	97	81	60	90	32

Percent of students absent on a daily basis
0–2 percent	90	95	86	89	83	61	85	12
3–5 percent	91	93	94	94	83	59	82	21
6–10 percent	89	94	93	92	81	52	72	17
More than 10 percent	85	95	86	85	83	59	77	18

Prevalence of violent incidents¹¹
No violent incidents	89	93	88	87	82	61	80	14
Any violent incidents	91	94	94	95	83	55	80	21
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate�s value.
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. 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.
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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