Indicators of School Crimecity schools were attacked by students, compared with 3 percent of teachers in urban fringe and 2 percent in rural schools. • Public school teachers were

Indicators ofSchool Crimeand Safety: 2006U.S. Department of Education

NCES 2007-003

U.S. Department of JusticeOffice of Justice ProgramsNCJ 214262

THIS PAGE INTENTIONALLY LEFT BLANK

U.S. Department of JusticeOffi ce of Justice Programs

NCJ 214262

Indicators ofSchool Crime and Safety: 2006

December 2006

Rachel DinkesEducation Statistics Services Institute—American Institutes for Research

Emily Forrest CataldiMPR Associates, Inc.

Grace KenaEducation Statistics Services Institute—American Institutes for Research

Katrina BaumBureau of Justice Statistics

Thomas D. SnyderProject Offi cerNational Center for Education Statistics

U.S. Department of EducationNCES 2007-003

U.S. Department of Education U.S. Department of JusticeMargaret Spellings Alberto GonzalesSecretary Attorney General

Institute of Education Sciences Offi ce of Justice ProgramsGrover J. Whitehurst Regina B. Schofi eldDirector Assistant Attorney General

National Center for Education Statistics Bureau of Justice StatisticsMark Schneider Jeffrey L. SedgwickCommissioner Director

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfi lls a congressional man-date to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and signifi cance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in other countries.

The Bureau of Justice Statistics (BJS) is the primary federal entity for collecting, analyzing, publishing, and disseminating statistical information about crime, its perpetrators and victims, and the operation of the justice system at all levels of government. These data are critical to federal, state, and local policymakers in combating crime and ensuring that justice is both effi cient and evenhanded.

December 2006

Suggested Citation

Dinkes, R., Cataldi, E.F., Kena, G., and Baum, K. (2006). Indicators of School Crime and Safety: 2006 (NCES 2007–003/NCJ 214262). U.S. Departments of Education and Justice. Washington, DC: U.S. Government Print-ing Offi ce.

This publication can be downloaded from the World Wide Web at http://nces.ed.gov or http://www.ojp.usdoj.gov/bjs. Single hard copies can be ordered through ED Pubs at 1–877–4ED–PUBS (NCES 2007–003) (TTY/TDD 1–877–576–7734), and the Bureau of Justice Statistics Clearinghouse at 1–800–851–3420 (NCJ 214262).

Contact at NCES:Thomas D. Snyder(202) 502–7452E-mail: [email protected]

Contact at BJS:Katrina Baum(202) 307–5889E-mail: [email protected]

http://nces.ed.gov

http://www.ojp.usdoj.gov/bjs

mailto:[email protected]


Our nation’s schools should be safe havens for teaching and learning, free of crime and violence. Any instance of crime or violence at school not only affects the individuals involved but also may disrupt the educational process and affect bystanders, the school itself, and the surrounding community (Henry 2000).

For parents, school staff, and policymakers to address school crime effectively, they must possess an accurate understanding of the extent and nature of the problem. How-ever, without collecting data, it is diffi cult to adequately gauge the scope of crime and violence in schools given the large amount of attention devoted to isolated incidents of extreme school violence. Ensuring safer schools requires establishing good indicators of the current state of school crime and safety across the nation and periodically monitoring and updating these indicators. This is the aim of Indicators of School Crime and Safety.

This report is the ninth in a series of annual publications produced jointly by the Na-tional Center for Education Statistics (NCES), Institute of Education Sciences (IES), in the U.S. Department of Education and the Bureau of Justice Statistics (BJS) in the U.S. De-partment of Justice. This report presents the most recent data available on school crime and student safety. The indicators in this report are based on information drawn from a variety of independent data sources, including national surveys of students, teachers, and principals, and data collections from federal departments and agencies, including BJS, NCES, the Federal Bureau of Investigation, and the Centers for Disease Control and Prevention. The most recent data collection for each indicator varied by survey, from 2003–04 to 2005. Each data source has an independent sample design, data col-lection method, and questionnaire design or is the result of a universe data collection. All comparisons described in this report are statistically signifi cant at the .05 level. In 2005, the unit response rate for the School Crime Supplement did not meet NCES statistical standards; therefore, interpret the 2005 data from Indicators 3, 8, 10, 11, 16, 17, and 20 with caution. Additional information about methodology and the datasets analyzed in this report may be found in appendix A.

This report covers topics such as victimization, fi ghts, bullying, disorder, weapons, stu-dent perceptions of school safety, teacher injury, and drugs and alcohol. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur outside of school grounds are offered as a point of compari-son where available.

KEY FINDINGS

In the 2004–05 school year, an estimated 54.9 million students were enrolled in prekindergarten through grade 12 (U.S. Department of Education forthcoming). Pre-liminary data on fatal victimizations show youth ages 5–18 were victims of 28 school-associated violent deaths from July 1, 2004, through June 30, 2005 (21 homicides

EXECUTIVE SUMMARY

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

iv . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Crime and Safety: 2006

and 7 suicides) (Indicator 1). In 2004, students ages 12–18 were victims of about 1.4 million nonfatal crimes at school, including about 863,000 thefts5 and 583,000 vio-lent crimes6 (simple assault and serious violent crime)—107,000 of which were seri-ous violent crimes (rape, sexual assault, robbery, and aggravated assault) (Indicator 2). These fi gures represent victimization rates of 33 thefts and 22 violent crimes, including 4 serious violent crimes, per 1,000 students at school in 2004. Some of these indica-tors document that student safety has improved. The victimization rate1 of students ages 12–18 at school2 declined from 73 victimizations per 1,000 students in 2003 to 55 victimizations in 2004.3 However, other aspects of crime have not improved. The number of homicides of school-age youth ages 5–18 at school was higher in 2004–05 than in 2000–01 (21 vs. 11 homicides), but remained below the number of homicides of school-age youth for most years in the 1990’s.4 Violence, theft, drugs, and weapons continue to pose problems in schools. In 2005, 25 percent of students in grades 9–12 reported that drugs were made available to them on school property and 8 percent of students were threatened or injured with a weapon on school property in the previous 12 months. The following section presents key fi ndings of the report.

Violent Deaths

• From July 1, 2004, through June 30, 2005, there were 21 homicides and 7 suicides of

school-age youth (ages 5–18) at school (Indicator 1). Combined, this number translates

into about 1 homicide or suicide of a school-age youth at school per 2 million students

enrolled during the 2004–05 school year.

Nonfatal Student Victimization

• In 2004, students ages 12–18 were victims of about 1.4 million nonfatal crimes at

school, including about 863,000 thefts and 583,000 violent crimes—107,000 of which

were serious violent crimes (rape, sexual assault, robbery, and aggravated assault) (Indi-

cator 2).

• In 2004, students ages 12–18 were more likely to be victims of theft at school than

away from school (Indicator 2). That year, 33 thefts per 1,000 students occurred at

school and 27 thefts occurred away from school (Indicator 2).

• Total crime and theft victimization rates for students both at school and away from

school were lower in 2004 than 2003 (Indicator 2). In 2003, there were 73 victimiza-

tions per 1,000 students at school, compared with 55 victimizations in 2004. Theft vic-

timization at school declined from 45 victimizations per 1,000 students in 2003 to 33

victimizations of students in 2004.

1 The victimization rate is based on the number of thefts, violent crimes, or serious crimes per 1,000 students.2 See appendix B for a detailed defi nition of “at school.”3 Data in this report are not adjusted by the number of hours that youths spend on school property versus the number of hours they spend elsewhere.4 Data from 1999–2005 are preliminary and subject to change.5 Theft includes purse snatching, pick pocketing, all burglaries, attempted forcible entry, and all attempted and com-pleted thefts except motor vehicle thefts. Theft does not include robbery in which threat or use of force is involved.6 Violent crimes include serious violent crimes and simple assault.

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

• Away from school, total crime and violent crime victimization rates for students also

decreased between 2003 and 2004 (Indicator 2). In 2003, there were 60 victimiza-

tions per 1,000 students away from school, compared with 48 victimizations in 2004.

Violent victimization declined from 32 victimizations per 1,000 students in 2003 to 21

victimizations in 2004.

• In 2005, 4 percent of students ages 12–18 reported being victimized at school during

the previous 6 months: 3 percent reported theft, and 1 percent reported violent vic-

timization (Indicator 3). Less than half of a percent of students reported serious violent

victimization.

• Between 2003 and 2005, the percentage of students reporting victimization declined

(from 5 to 4 percent), as did the percentage reporting theft (from 4 to 3 percent); there

were no measurable declines in the percentages reporting violent and serious violent

crime during the same period (Indicator 3).

• In 2005, 10 percent of male students in grades 9–12 reported being threatened or in-

jured with a weapon on school property in the past year, compared with 6 percent of

female students (Indicator 4).

• Hispanic students were more likely than White students to report being threatened or

injured with a weapon on school property in 2005 (10 vs. 7 percent) (Indicator 4).

Threats and Attacks on Teachers

• In 2003–04, teachers’ reports of being threatened or attacked by students during the

previous 12 months varied according to their school level (Indicator 5). Secondary

school teachers were more likely than elementary school teachers to have been threat-

ened with injury by a student (8 vs. 6 percent). However, elementary school teachers

were more likely than secondary teachers to report having been physically attacked (4

vs. 2 percent).

• Ten percent of teachers in central city schools reported in 2003–04 that they were

threatened with injury by students, compared with 6 percent of teachers in urban fringe

schools and 5 percent in rural schools (Indicator 5). Five percent of teachers in central

city schools were attacked by students, compared with 3 percent of teachers in urban

fringe and 2 percent in rural schools.

• Public school teachers were more likely than private school teachers to have been

threatened (7 vs. 2 percent) or physically attacked (4 vs. 2 percent) by students in

school (Indicator 5). Among teachers in central city schools, those in public schools

were at least fi ve times more likely to be threatened with injury than their colleagues in

private schools (12 vs. 2 percent) and at least four times more likely to be physically at-

tacked (5 vs. 1 percent).

vi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Crime and Safety: 2006

School Environment

• The percentage of public schools experiencing one or more violent incidents increased

between the 1999–2000 and 2003–04 school years, from 71 to 81 percent (Indicator

6). Both primary schools and high schools had lower rates of violent crimes per 1,000

students than middle schools. In 2003–04, there were 28 violent crimes per 1,000 stu-

dents in both primary schools and high schools, compared with 53 violent crimes in

middle schools.

• In 2003–04, 2 percent of public schools reported daily or weekly occurrences of ra-

cial tensions among students and 27 percent reported daily or weekly student bullying

(Indicator 7). With regard to other frequently occurring discipline problems in public

schools (those occurring at least once a week), 11 percent of principals reported stu-

dent verbal abuse of teachers, 3 percent reported widespread disorder in classrooms,

and 19 percent reported student acts of disrespect for teachers. About 17 percent of

public schools reported undesirable gang activities and 3 percent reported undesirable

cult or extremist activities.

• The prevalence of frequently occurring discipline problems was related to school en-

rollment size in the 2003–04 school year (Indicator 7). In general, principals in large

schools were more likely to report discipline problems than principals in small schools.

Thirty-four percent of principals at schools with 1,000 or more students reported stu-

dent acts of disrespect for teachers at least once per week, compared with 21 percent

of those at schools with 500–999 students, 17 percent of those at schools with 300–499

students, and 14 percent of those at schools with less than 300 students.

• In 2005, 24 percent of students ages 12–18 reported that there were gangs at their

schools (Indicator 8). Students in urban schools (36 percent) were more likely to report

the presence of gangs at their school than suburban students (21 percent) and rural stu-

dents (16 percent).

• The percentage of students reporting the presence of gangs increased from 21 to 24

percent between 2003 and 2005 (Indicator 8). The percentage of students at urban

schools reporting the presence of gangs at school increased from 31 to 36 percent dur-

ing this period.

• In 2005, one-quarter of all students in grades 9–12 reported that someone had offered,

sold, or given them an illegal drug on school property in the past 12 months (Indicator

9).

• Eleven percent of students ages 12–18 reported that someone at school had used hate-

related words against them, and more than one-third (38 percent) had seen hate-related

graffi ti at school in 2005 (Indicator 10).

• In 2005, 28 percent of students ages 12–18 reported having been bullied at school dur-

ing the last 6 months (Indicator 11). Of these students, 58 percent said that the bullying

had happened once or twice during that period, 25 percent had experienced bullying

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

once or twice a month, 11 percent reported having been bullied once or twice a week,

and 8 percent said they had been bullied almost daily.

• Of those students who reported bullying incidents that involved being pushed, shoved,

tripped, or spit on (9 percent), 24 percent reported that they had sustained an injury7

during the previous 6 months as a result (Indicator 11). While no measurable differ-

ences were found by sex in students’ likelihood of reporting a bullying incident in 2005,

among students who reported being bullied, males were more likely than females to

report being injured during such an incident (31 vs. 18 percent).

Fights, Weapons, and Illegal Substances

• In 2005, 36 percent of students in grades 9–12 reported they had been in a fi ght any-

where, and 14 percent said they had been in a fi ght on school property during the previ-

ous 12 months (Indicator 12). In the same year, 43 percent of males said they had been

in a fi ght anywhere, compared with 28 percent of females, and 18 percent of males said

they had been in a fi ght on school property, compared with 9 percent of females.

• Nineteen percent of students in grades 9–12 in 2005 reported they had carried a

weapon anywhere, and about 6 percent reported they had carried a weapon on school

property during the previous 30 days (Indicator 13). Males were two times more likely

than females to carry a weapon—either anywhere or on school property—in all survey

years (1993–2005). In 2005, for example, 10 percent of males carried a weapon on

school property, compared with 3 percent of females, and 30 percent of males carried

a weapon anywhere, compared with 7 percent of females.

• In 2005, 43 percent of students in grades 9–12 consumed at least one drink of alcohol

anywhere, and 4 percent consumed at least one drink on school property during the

previous 30 days (Indicator 14). Hispanic students (8 percent) were more likely to use

alcohol on school property than White, Black, or Asian students (4, 3, and 1 percent,

respectively).

• Twenty percent of students in grades 9–12 in 2005 reported using marijuana anywhere

during the past 30 days, and 5 percent reported using marijuana on school property

during this period (Indicator 15). At school, Hispanic students (8 percent) and American

Indian students (9 percent) were more likely to report using marijuana than White or

Black students (4 and 5 percent, respectively).

Fear and Avoidance

• In 2005, approximately 6 percent of students ages 12–18 reported that they were afraid of

attack or harm at school, and 5 percent reported that they were afraid of attack or harm

away from school (Indicator 16). The percentage of students who reported that they were

afraid of being attacked at school (including on the way to and from school) decreased

7Injury includes bruises or swelling; cuts, scratches, or scrapes; black eye or bloody nose; teeth chipped or knocked out; broken bones or internal injuries; knocked unconscious; or other injuries.

viii . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Crime and Safety: 2006

from 12 to 6 percent between 1995 and 2001; however, no difference was detected in the

percentage of students who feared an attack away from school between 1999 and 2005.

• Black and Hispanic students were more likely than White students to fear for their safe-

ty regardless of location in 2005 (Indicator 16). Nine percent of Black students and 10

percent of Hispanic students reported that they were afraid of being attacked at school

(including on the way to and from school), compared with 4 percent of White students.

Away from school, 7 percent of Black students, 6 percent of Hispanic students, and 4

percent of White students reported that they were afraid of an attack.

• In 2005, 6 percent of students ages 12–18 reported that they had avoided a school

activity or one or more places in school in the previous 6 months because of fear of

attack or harm: 2 percent of students avoided a school activity, and 4 percent avoided

one or more places in school (Indicator 17). Consistent with most previous years, stu-

dents in urban areas in 2005 were the most likely to avoid places in school: 6 percent

of urban students reported that they had done so, compared with 4 percent of suburban

and rural students.

Discipline, Safety, and Security Measures

• About 46 percent of public schools took at least one serious disciplinary action against

students—including suspensions lasting 5 days or more, removals with no services

(i.e., expulsions), and transfers to specialized schools—for specifi c offenses during the

2003–04 school year (Indicator 18). Of those serious disciplinary actions, 74 percent

were suspensions for 5 days or more, 5 percent were removals with no services, and 21

percent were transfers to specialized schools.

• Four percent of all public schools took one or more serious disciplinary actions in

response to students’ use or possession of a fi rearm or explosive device in 2003–04

(Indicator 18). Students’ use or possession of weapons other than fi rearms resulted in at

least one serious disciplinary action in 17 percent of schools.

• In 2003–04, 83 percent of public schools controlled access to school buildings by

locking or monitoring doors during school hours, and 36 percent controlled access to

school grounds with locked or monitored gates (Indicator 19). Nearly all public schools

required visitors to sign or check in when entering the school building (98 percent),

while few schools required either students or visitors to pass through metal detectors

regularly (1 percent each).

• The vast majority of students ages 12–18 reported that their school had a student code

of conduct (95 percent) and a requirement that visitors sign in (93 percent) in 2005 (In-

dicator 20). Metal detectors were the least observed security measure, with 11 percent

of students reporting their use at their school.

Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix

FOREWORD

Indicators of School Crime and Safety: 2006 provides the most recent national indica-tors on school crime and safety. Some of these indicators document that student safety has improved. For example, the victimization rate of students ages 12–18 at school de-clined from 73 victimizations per 1,000 students in 2003 to 55 per 1,000 students vic-timizations in 2004. However, other aspects of crime have not improved. For example, the number of homicides of school-age youth ages 5–18 was higher in 2004–05 than 2000–01 (21 vs. 11 homicides), but the number remained below most years during the 1990’s. In 2004, students ages 12–18 were victims of about 583,000 violent crimes and 863,000 crimes of theft at school. In 2005, 25 percent of students in grades 9–12 reported that drugs were made available to them on school property and 8 percent of students were threatened or injured with a weapon on school property in the previous 12 months.

The information presented in this report is intended to serve as a reference for poli-cymakers and practitioners so that they can develop effective programs and policies aimed at violence and school crime prevention. Accurate information about the nature, extent, and scope of the problem being addressed is essential for developing effective programs and policies.

This is the ninth edition of Indicators of School Crime and Safety, a joint publication of the Bureau of Justice Statistics (BJS) and the National Center for Education Statistics (NCES). This report provides detailed statistics to inform the nation about current as-pects of crime and safety in schools.

The 2006 edition of Indicators includes the most recent available data, compiled from a number of statistical data sources supported by the federal government. Such sources include results from a study of violent deaths in schools, sponsored by the U.S. Depart-ment of Education and the Centers for Disease Control and Prevention; the National Crime Victimization Survey and School Crime Supplement to the survey, sponsored by the BJS and NCES, respectively; the Youth Risk Behavior Survey, sponsored by the Centers for Disease Control and Prevention; and the Schools and Staffi ng Survey and School Survey on Crime and Safety, both sponsored by NCES.

The entire report is available on the Internet. The Bureau of Justice Statistics and the National Center for Education Statistics continue to work together in order to provide timely and complete data on the issues of school-related violence and safety.

Mark Schneider Jeffrey L. Sedgwick

Commissioner Director

National Center for Education Statistics Bureau of Justice Statistics

x . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Crime and Safety: 2006

ACKNOWLEDGMENTS

The authors are grateful to the heads of the sponsoring agencies, Mark Schneider of the National Center for Education Statistics (NCES) and Jeffrey L. Sedgwick of the Bureau of Justice Statistics (BJS), for supporting this report.

From NCES, we wish to thank Kathryn Chandler, Val Plisko, Marilyn Seastrom, and Bruce Taylor, who served as reviewers. They all provided input that substantially im-proved the publication. From BJS, we wish to thank Patsy Klaus and Erika Harrell of the Victimization Statistics Unit for their work in verifying data from the National Crime Victimization Survey. Outside of NCES and BJS, Nancy Brener, Mark Anderson, and Thomas Simon of the Centers for Disease Control and Prevention generously provided data and performed a review of data documentation. We also value the review of this report and the continued support provided by Bill Modzeleski and Maria Worthen of the Offi ce of Safe and Drug-Free Schools. Lisa Bridges of the Institute of Education Sci-ences provided helpful input on the fi nal draft.

Without the assistance of the following staff, this report could not have been produced: Andrea Livingston, Barbara Kridl, Natesh Daniel, Patricia Gildersleeve, and Alicia Broadway of MPR Associates and Wendy Lin-Kelly from BJS.

Much of the work for this report was performed by staff at the Education Statistics Ser-vices Institute (ESSI), which is funded by NCES and composed of staff from the Ameri-can Institutes for Research (AIR) and a number of partner organizations. The authors would like to acknowledge the following individuals from ESSI for their assistance with analysis, editorial comments, and guidance: Mary Ann Fox, Paul Guerino, Lynn Bauer, Stacey Bielick, Kristin Flanagan, and Sandy Eyster of AIR; and Kevin Bianco of Macro-Sys Research and Technology.

CONTENTS

PageExecutive Summary ........................................................................................................ iiiForeword ........................................................................................................................ ixAcknowledgments .......................................................................................................... xList of Tables ................................................................................................................... xiiList of Figures ................................................................................................................. xix

Introduction ................................................................................................................... 1

Violent Deaths ............................................................................................................... 5 1. Violent Deaths at School and Away From School .................................................... 6

Nonfatal Student Victimization ....................................................................................... 9 2. Incidence of Victimization at School and Away From School .................................. 10 3. Prevalence of Victimization at School ..................................................................... 14 4. Threats and Injuries With Weapons on School Property .......................................... 16

Threats and Attacks on Teachers ..................................................................................... 19 5. Teachers Threatened With Injury or Attacked by Students ....................................... 20

School Environment ....................................................................................................... 23 6. Violent and Other Incidents at Public Schools and Those Reported to the Police .... 24 7. Discipline Problems Reported by Public Schools .................................................... 28 8. Students’ Reports of Gangs at School ...................................................................... 30 9. Students’ Reports of Drug Availability on School Property ...................................... 32 10. Students’ Reports of Being Called Hate-Related Words and Seeing Hate-Related

Graffi ti .................................................................................................................... 34 11. Bullying at School ................................................................................................... 36

Fights, Weapons, and Illegal Substances ......................................................................... 39 12. Physical Fights on School Property and Anywhere .................................................. 40 13. Students Carrying Weapons on School Property and Anywhere .............................. 42 14. Students’ Use of Alcohol on School Property and Anywhere ................................... 44 15. Students’ Use of Marijuana on School Property and Anywhere ............................... 46

Fear and Avoidance ........................................................................................................ 49 16. Students’ Perceptions of Personal Safety at School and Away From School ............. 50 17. Students’ Reports of Avoiding School Activities or Specifi c Places in School ........... 52

Discipline, Safety, and Security Measures ....................................................................... 55 18. Serious Disciplinary Actions Taken by Public Schools ............................................. 56 19. Safety and Security Measures Taken by Public Schools ........................................... 58 20. Students’ Reports of Safety and Security Measures Observed at School ................... 60

References ...................................................................................................................... 63Supplemental Tables ....................................................................................................... 67Standard Error Tables ...................................................................................................... 115Appendix A. Technical Notes ......................................................................................... 159Appendix B. Glossary of Terms ....................................................................................... 187

Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

xii . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Crime and Safety: 2006

LIST OF TABLES

Table Page

Supplemental Tables

1.1. Number of school-associated violent deaths, homicides, and suicides of

youth ages 5–18, by location: 1992–2005 ....................................................... 68

1.2. Number of school-associated violent deaths of students, staff, and nonstudents,

by type: 1992–2005 ......................................................................................... 69

2.1. Number of student-reported nonfatal crimes against students ages 12–18 and

rate of crimes per 1,000 students, by location and year: 1992–2004 ............... 70

2.2. Number of student-reported nonfatal crimes against students ages 12–18

at school and rate of crimes per 1,000 students, by selected student

characteristics: 2004 ........................................................................................ 71

2.3. Number of student-reported nonfatal crimes against students ages 12–18

away from school and rate of crimes per 1,000 students, by selected student


3.1. Percentage of students ages 12–18 who reported criminal victimization at

school during the previous 6 months, by type of victimization and selected

student and school characteristics: Various years, 1995–2005 ......................... 73

4.1. Percentage of students in grades 9–12 who reported being threatened or

injured with a weapon on school property during the previous 12 months,

by selected student and school characteristics: Various years, 1993–2005 ....... 75



by state: 2003 and 2005 .................................................................................. 76

5.1. Percentage and number of public and private school teachers who reported

that they were threatened with injury by a student from school during the

previous 12 months, by urbanicity and selected teacher and school

characteristics: 1993–94, 1999–2000, and 2003–04 ........................................ 77

5.2. Percentage and number of public and private school teachers who reported

that they were physically attacked by a student from school during the

previous 12 months, by urbanicity and selected teacher and school

characteristics: 1993–94, 1999–2000, and 2003–04 ........................................ 79

List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

Table Page

5.3. Percentage and number of public school teachers who reported that they

were threatened with injury by a student from school during the previous 12

months, by state: 1993–94, 1999–2000, and 2003–04 .................................... 81

5.4. Percentage and number of public school teachers who reported that they

were physically attacked by a student from school during the previous 12

months, by state: 1993–94, 1999–2000, and 2003–04 .................................... 82

6.1. Percentage of public schools experiencing and reporting incidents of crime

that occurred at school, number of incidents, and the rate per 1,000 students,

by type of crime: 1999–2000 and 2003–04 ..................................................... 83

6.2. Percentage of public schools experiencing incidents of crime that occurred at

school, number of incidents, and the rate of crimes per 1,000 students, by

selected school characteristics: 2003–04 ......................................................... 85

6.3. Percentage of public schools reporting incidents of crime that occurred at

school to the police, number of incidents, and the rate of crimes per 1,000

students, by selected school characteristics: 2003–04 ...................................... 87

7.1. Percentage of public schools that reported selected discipline problems that

occurred at school, by frequency and school characteristics: 2003–04 ............ 89

8.1. Percentage of students ages 12–18 who reported that gangs were present at

school during the previous 6 months, by urbanicity and selected student and

school characteristics: 2001, 2003, and 2005 .................................................. 91

9.1. Percentage of students in grades 9–12 who reported that drugs were made

available to them on school property during the previous 12 months, by

selected student and school characteristics: Various years, 1993–2005 ............ 92


available to them on school property during the previous 12 months, by state:

2003 and 2005 ................................................................................................ 93

10.1. Percentage of students ages 12–18 who reported being targets of hate-related

words and seeing hate-related graffi ti at school during the previous 6 months,

by selected student and school characteristics: Various years, 1999–2005 ....... 94


words at school during the previous 6 months, by selected student and school


11.1. Percentage of students ages 12–18 who reported selected bullying problems

at school during the previous 6 months, by selected student and school


xiv . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Crime and Safety: 2006

Table Page

11.2. Percentage of students ages 12–18 who reported being bullied at school

during the previous 6 months, by location of bullying, injury, and selected

student and school characteristics: 2005 .......................................................... 97

11.3. Percentage of students ages 12–18 who reported selected bullying problems

at school during the previous 6 months and percentage distribution of the

frequency of bullying reports, by selected student and school characteristics:

2005 ................................................................................................................ 98

12.1. Percentage of students in grades 9–12 who reported having been in a physical

fi ght during the previous 12 months, by location and selected student and

school characteristics: Various years, 1993–2005 ............................................. 99


fi ght during the previous 12 months, by location and state: 2003 and 2005 .... 100

13.1. Percentage of students in grades 9–12 who reported carrying a weapon at

least 1 day during the previous 30 days, by location and selected student and


13.2. Percentage of students in grades 9–12 who reported carrying a weapon at

least 1 day during the previous 30 days, by location and state: 2003 and

2005 ................................................................................................................ 102

14.1. Percentage of students in grades 9–12 who reported using alcohol during the

previous 30 days, by location and selected student and school characteristics:

Various years, 1993–2005 ................................................................................ 103


previous 30 days, by location and state: 2003 and 2005 ................................. 104

15.1. Percentage of students in grades 9–12 who reported using marijuana during

the previous 30 days, by location and selected student and school

characteristics: Various years, 1993–2005 ........................................................ 105


the previous 30 days, by location and state: 2003 and 2005 ........................... 106

16.1. Percentage of students ages 12–18 who reported being afraid of attack or

harm during the previous 6 months, by location and selected student and


17.1. Percentage of students ages 12–18 who reported avoiding school activities or

one or more places in school during the previous 6 months because of fear of

attack or harm: Various years, 1995–2005 ....................................................... 108

List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv

Table Page

17.2. Percentage of students ages 12–18 who reported avoiding one or more places

in school during the previous 6 months because of fear of attack or harm, by


18.1. Number and percentage of public schools that took a serious disciplinary

action, number of serious actions taken, and percentage distribution of serious

actions, by type of action and type of offense: 2003–04 .................................. 110

19.1. Percentage of public schools that used selected safety and security measures,

by school characteristics: 2003–04 .................................................................. 111

20.1. Percentage of students ages 12–18 who reported selected security measures at

school: Various years, 1999–2005 .................................................................... 113

Standard Error Tables

S2.1. Standard errors for the number of student-reported nonfatal crimes against

students ages 12–18 and rate of crimes per 1,000 students, by location and

year: 1992–2004 .............................................................................................. 116


students ages 12–18 at school and rate of crimes per 1,000 students, by

selected student characteristics: 2004 ............................................................... 117


students ages 12–18 away from school and rate of crimes per 1,000 students,

by selected student and school characteristics: 2004 ....................................... 118

S3.1. Standard errors for the percentage of students ages 12–18 who reported

criminal victimization at school during the previous 6 months, by type of

victimization and selected student and school characteristics: Various years,

1995–2005 ...................................................................................................... 119

S4.1. Standard errors for the percentage of students in grades 9–12 who reported

being threatened or injured with a weapon on school property during the

previous 12 months, by selected student and school characteristics: Various

years, 1993–2005 ............................................................................................ 121


being threatened or injured with a weapon on school property during the

previous 12 months, by state: 2003 and 2005 ................................................. 122

S5.1. Standard errors for the percentage and number of public and private school

teachers who reported that they were threatened with injury by a student

from school during the previous 12 months, by urbanicity and selected

teacher and school characteristics: 1993–94, 1999–2000, and 2003–04 ......... 123

xvi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Crime and Safety: 2006

Table Page

S5.2. Standard errors for the percentage and number of public and private school

teachers who reported that they were physically attacked by a student from

school during the previous 12 months, by urbanicity and selected teacher

and school characteristics: 1993–94, 1999–2000, and 2003–04 ..................... 125

S5.3. Standard errors for the percentage and number of public school teachers who

reported that they were threatened with injury by a student from school during

the previous 12 months, by state: 1993–94, 1999–2000, and 2003–04 ........... 127

S5.4. Standard errors for the percentage and number of public school teachers who

reported that they were physically attacked by a student from school during

the previous 12 months, by state: 1993–94, 1999–2000, and 2003–04 ........... 128

S6.1. Standard errors for the percentage of public schools experiencing and

reporting incidents of crime that occurred at school, number of incidents,

and the rate per 1,000 students, by type of crime: 1999–2000 and 2003–04 ... 129

S6.2. Standard errors for the percentage of public schools experiencing incidents of

crime that occurred at school, number of incidents, and the rate of crimes per

1,000 students, by selected school characteristics: 2003–04 ............................ 130

S6.3. Standard errors for the percentage of public schools reporting incidents of

crime that occurred at school to the police, number of incidents, and the rate

of crimes per 1,000 students, by selected school characteristics: 2003–04 ...... 132

S7.1. Standard errors for the percentage of public schools that reported selected

discipline problems that occurred at school, by frequency and school

characteristics: 2003–04 .................................................................................. 134

S8.1. Standard errors for the percentage of students ages 12–18 who reported that

gangs were present at school during the previous 6 months, by urbanicity and

selected student and school characteristics: 2001, 2003, and 2005 ................. 136


that drugs were made available to them on school property during the

previous 12 months, by selected student and school characteristics: Various

years, 1993–2005 ............................................................................................ 137


that drugs were made available to them on school property during the

previous 12 months, by state: 2003 and 2005 ................................................. 138

S10.1. Standard errors for the percentage of students ages 12–18 who reported being

targets of hate-related words and seeing hate-related graffi ti at school during

the previous 6 months, by selected student and school characteristics: Various

years, 1999–2005 ............................................................................................ 139

Table Page


targets of hate-related words at school during the previous 6 months, by

selected student and school characteristics: 2005 ............................................ 140


selected bullying problems at school during the previous 6 months, by

selected student and school characteristics: 2005 ............................................ 141


bullied at school during the previous 6 months, by location of bullying, injury,

and selected student and school characteristics: 2005 ..................................... 142


selected bullying problems at school during the previous 6 months and

percentage distribution of the frequency of bullying reports, by selected

student and school characteristics: 2005 ........................................................... 143


having been in a physical fi ght during the previous 12 months, by location

and selected student and school characteristics: Various years, 1993–2005 ..... 144


having been in a physical fi ght during the previous 12 months, by location

and state: 2003 and 2005 ................................................................................ 145


carrying a weapon at least 1 day during the previous 30 days, by location

and selected student and school characteristics: Various years, 1993–2005 ..... 146


carrying a weapon at least 1 day during the previous 30 days, by location

and state: 2003 and 2005 ................................................................................ 147


using alcohol during the previous 30 days, by location and selected student

and school characteristics: Various years, 1993–2005 ...................................... 148


using alcohol during the previous 30 days, by location and state: 2003 and

2005 ................................................................................................................ 149


using marijuana during the previous 30 days, by location and selected

student and school characteristics: Various years, 1993–2005 ......................... 150

List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii

xviii . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Crime and Safety: 2006

Table Page


using marijuana during the previous 30 days, by location and state: 2003 and

2005 ................................................................................................................ 151


afraid of attack or harm during the previous 6 months, by location and



avoiding school activities or one or more places in school during the previous

6 months because of fear of attack or harm: Various years, 1995–2005 ........... 153


avoiding one or more places in school during the previous 6 months because

of fear of attack or harm, by selected student and school characteristics:

Various years, 1995–2005 ................................................................................ 154

S18.1. Standard errors for the number and percentage of public schools that took

a serious disciplinary action, number of serious actions taken, and

percentage distribution of serious actions, by type of action and type of

offense: 2003–04 .............................................................................................. 155

S19.1. Standard errors for the percentage of public schools that used selected safety

and security measures, by school characteristics: 2003–04 .............................. 156


selected security measures at school: Various years, 1999–2005 ..................... 158

LIST OF FIGURES

Figure PageNumb

A. Nationally representative sample surveys used in this report ............................. 3

1.1. Number of homicides and suicides of youth ages 5–18, by location:

2003–04 .......................................................................................................... 7

1.2. Number of homicides and suicides of youth ages 5–18 at school:

1992–2005 ...................................................................................................... 7

2.1. Rate of student-reported nonfatal crimes against students ages 12–18 per

1,000 students, by type of crime and location: 1992–2004 .............................. 11

2.2. Rate of student-reported nonfatal crimes against students ages 12–18 at school

per 1,000 students, by type of crime and selected student characteristics:

2004 ................................................................................................................. 12

2.3. Rate of student-reported nonfatal crimes against students ages 12–18 away

from school per 1,000 students, by type of crime and selected student

characteristics: 2004 ......................................................................................... 13

3.1. Percentage of students ages 12–18 who reported criminal victimization at

school during the previous 6 months, by type of victimization: Various years,

1995–2005 ....................................................................................................... 15



by sex: Various years, 1993–2005 ..................................................................... 17


injured with a weapon on school property during the previous 12 months, by

grade: 2005....................................................................................................... 17

5.1. Percentage of public and private school teachers who reported that they were

threatened with injury or that they were physically attacked by a student from

school during the previous 12 months: 1993–94, 1999–2000, and 2003–04.... 21

5.2. Percentage of public and private school teachers who reported that they were

threatened with injury or that they were physically attacked by a student from

school during the previous 12 months, by urbanicity and school sector:

2003–04 ........................................................................................................... 21

List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xix

xx . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Crime and Safety: 2006

Figure Page


that occurred at school and the rate per 1,000 students, by type of crime:

2003–04 ........................................................................................................... 25


that occurred at school, by type of crime and school level: 2003–04 ............... 26


that occurred at school, by type of crime and urbanicity: 2003–04 .................. 27

7.1. Percentage of public schools reporting selected discipline problems that

occurred at school, by school level: 2003–04 ................................................... 29


school during the previous 6 months, by urbanicity: Various years,

2001–2005 ....................................................................................................... 31


school during the previous 6 months, by urbanicity and race/ethnicity: 2005 ... 31


available to them on school property during the previous 12 months, by sex:

Various years, 1993–2005 ................................................................................. 33


available to them on school property during the previous 12 months, by race/

ethnicity: 2005 .................................................................................................. 33


words and seeing hate-related graffi ti at school during the previous 6 months,

by selected student and school characteristics: 2005 ........................................ 35

11.1. Percentage of students ages 12–18 who reported selected bullying problems at

school during the previous 6 months, by type of bullying: 2005 ....................... 37

11.2. Percentage of students ages 12–18 who reported being bullied at school

during the previous 6 months, by location of bullying and injury: 2005 ........... 37


fi ght during the previous 12 months, by location and sex: Various years,

1993–2005 ....................................................................................................... 41


fi ght during the previous 12 months, by location and grade: 2005 ................... 41

Figure Page

13.1. Percentage of students in grades 9–12 who reported carrying a weapon at least

1 day during the previous 30 days, by location and sex: Various years,

1993–2005 ....................................................................................................... 43

13.2. Percentage of students in grades 9–12 who reported carrying a weapon at least

1 day during the previous 30 days, by location and race/ethnicity: 2005 .......... 43


previous 30 days, by location and sex: Various years, 1993–2005 .................... 45


previous 30 days, by location and grade: 2005 ................................................. 45


the previous 30 days, by location and sex: Various years, 1993–2005 .............. 47


the previous 30 days, by location and grade: 2005 ........................................... 47

16.1. Percentage of students ages 12–18 who reported being afraid of attack or harm

during the previous 6 months, by location: Various years, 1995–2005 .............. 51

16.2. Percentage of students ages 12–18 who reported being afraid of attack or harm

during the previous 6 months, by location and race/ethnicity: 2005 ................. 51

17.1. Percentage of students ages 12–18 who reported avoiding school activities or

one or more places in school during the previous 6 months because of fear of

attack or harm: Various years, 1995–2005 ........................................................ 53

17.2. Percentage of students ages 12–18 who reported avoiding one or more places

in school during the previous 6 months because of fear of attack or harm, by

selected student and school characteristics: 2005 ............................................. 53

18.1. Percentage distribution of serious disciplinary actions taken by public schools

for specifi c offenses, by type of action: 2003–04 .............................................. 57

18.2. Percentage of public schools that took a serious disciplinary action for specifi c

offenses, by type of offense: 2003–04 ............................................................... 57

19.1. Percentage of public schools that used selected safety and security measures,

by school level: 2003–04 .................................................................................. 59

20.1. Percentage of students ages 12–18 who reported selected security measures at

school: Various years, 1999–2005 ..................................................................... 61

List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi

xxii . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Crime and Safety: 2006

Figure Page

Appendixes

A.1. Descriptions of data sources and samples used in the report ............................ 175

A.2. Wording of survey questions used to construct indicators ................................ 177

A.3. Methods used to calculate standard errors of statistics for different surveys ...... 185

Our nation’s schools should be a safe haven for teaching and learning free of crime and violence. Even though students are less likely to be victims of a violent crime at school1 than away from school (Indicators 1 and 2), any instance of crime or violence at school not only affects the individuals involved but also may disrupt the educational process and affect bystanders, the school itself, and the surrounding community (Henry 2000). For both students and teachers, victimization at school can have lasting effects. In addition to experiencing loneliness, depression, and adjustment diffi culties (Crick and Bigbee 1998; Crick and Grotpeter 1996; Nansel et al. 2001; Prinstein, Boergers, and Vernberg 2001; Storch et al. 2003), victimized children are more prone to truancy (Ringwalt, Ennett, and Johnson 2003), poor academic performance (Wei and Williams 2004), dropping out of school (Beauvais et al. 1996), and violent behaviors (Nansel et al. 2003). For teachers, incidents of victimization may lead to professional disenchant-ment and even departure from the profession altogether (Karcher 2002).

For parents, school staff, and policymakers to effectively address school crime, they need an accurate understanding of the extent, nature, and context of the problem. However, it is diffi cult to gauge the scope of crime and violence in schools given the large amount of attention devoted to isolated incidents of extreme school violence. Measuring progress toward safer schools requires establishing good indicators of the current state of school crime and safety across the nation and periodically monitoring and updating these indicators; this is the aim of Indicators of School Crime and Safety.

PURPOSE AND ORGANIZATION OF THIS REPORT

Indicators of School Crime and Safety: 2006 is the ninth in a series of reports produced by the National Center for Education Statistics (NCES) and the Bureau of Justice Statis-tics (BJS) since 1998 that present the most recent data available on school crime and student safety. The report is not intended to be an exhaustive compilation of school crime and safety information, nor does it attempt to explore reasons for crime and vio-lence in schools. Rather, it is designed to provide a brief summary of information from an array of data sources and to make data on national school crime and safety acces-sible to policymakers, educators, parents, and the general public.

Indicators of School Crime and Safety: 2006 is organized into sections that delineate specifi c concerns to readers, starting with a description of the most serious violent crimes. The sections cover Violent Deaths at School; Nonfatal Student Victimization; Threats and Attacks on Teachers; School Environment; Fights, Weapons, and Illegal Substances; Fear and Avoidance; and Discipline, Safety, and Security Measures. Each section contains a set of indicators that, taken together, aim to describe a distinct as-pect of school crime and safety. Where available, data on crimes that occur outside of

INTRODUCTION

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1 See appendix B for a detailed defi nition of “at school.”

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Crime and Safety: 2006

school grounds are offered as a point of comparison.2 Supplemental tables for each indicator provide more detailed breakouts and standard errors for estimates. A glossary of terms and references section appear at the end of the report.

This year’s report contains updates for all indicators and the expansion of two exist-ing indicators, Indicator 5 on threats to and injuries of teachers and Indicator 11 on bullying. In response to requests for state-level information, tables showing available state-level estimates have been added to Indicator 5. These estimates have been added for the past three survey years. Indicator 11 looks at seven types of bullying, where re-ported incidents of bullying took place in school, whether any injuries were sustained as a result of being bullied, and the frequency of bullying incidents among students who were bullied.

The indicator related to nonfatal teacher victimization at school has been discontinued. Because of sample cuts to the National Crime Victimization Survey (NCVS) and declin-ing victimization rates, the survey’s capacity to provide useful estimates of teacher vic-timization has diminished, especially for disaggregated subcategories of teacher char-acteristics. The indicator has been determined to no longer be an adequate measure of teacher victimization.

Also found in this year’s report are references to recent publications relevant to each indicator that the reader may want to consult for additional information or analyses. These references can be found in the “For more information” sidebars at the bottom of each indicator.

DATA

The indicators in this report are based on information drawn from a variety of indepen-dent data sources, including national surveys of students, teachers, and principals and universe data collections from federal departments and agencies, including BJS, NCES, the Federal Bureau of Investigation, and the Centers for Disease Control and Preven-tion. Each data source has an independent sample design, data collection method, and questionnaire design or is the result of a universe data collection.

The combination of multiple, independent sources of data provides a broad perspective on school crime and safety that could not be achieved through any single source of information. However, readers should be cautious when comparing data from different sources. While every effort has been made to keep key defi nitions consistent across indicators, differences in sampling procedures, populations, time periods, and question phrasing can all affect the comparability of results. For example, both Indicators 19 and 20 report data on select security and safety measures used in schools. Indicator 19 uses data collected from a stratifi ed random sample of principals about safety and security practices used in their schools during the 2003–04 school year. Indicator 20, however,

2 Data in this report are not adjusted to refl ect the number of hours that youths spend on school property ver-sus the number of hours they spend elsewhere.

uses data collected from 12- through 18-year-olds in a rotated panel design of house-holds. These students were asked whether they observed selected safety and security measures in their school in 2005, but they may not have known if, in fact, the security measure was present. In addition, different indicators contain various approaches to the analysis of school crime data and, therefore, will show different perspectives on school crime. For example, both Indicators 2 and 3 report data on theft and violent crime at school based on the National Crime Victimization Survey and the School Crime Supplement to that survey, respectively. While Indicator 2 examines the number of incidents of crime, Indicator 3 examines the percentage or prevalence of students who reported victimization. Figure A provides a summary of some of the variations in the design and coverage of sample surveys used in this report.

Several indicators in this report are based on self-reported survey data. Readers should note that limitations inherent to self-reported data may affect estimates (Cantor and Lynch 2000). First, unless an interview is “bounded” or a reference period is estab-lished, estimates may include events that exceed the scope of the specifi ed reference period. This factor may artifi cially increase reports because respondents may recall events outside of the given reference period. Second, many of the surveys rely on the respondent to “self-determine” a condition. This factor allows the respondent to defi ne

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Figure A.—Nationally representative sample surveys used in this report

Reference Survey Sample Year of survey time period Indicators

National Crime Victimization Survey (NCVS)

Individuals age 12 or older living in households and group quarters

1992–2004 Annually

Incidents occuring during the calendar year1

2

School Crime Supplement (SCS) to the National Crime Victimization Survey

Students ages 12–18 enrolled in public and private schools during the 6 months prior to the interview

1995, 1999, 2001, 2003, and 2005

Incidents during the previous 6 months

Not specified

3, 8, 10, 11, 16, and 17

20

School Survey on Crime and Safety (SSOCS)

Public primary, middle, and high school principals2

1999–2000 and 2003–04

1999–2000 and 2003–04 school year

6, 7, 18, and 19

Schools and Staffing Survey (SASS)

Public and private school K–12 teachers

1993–94, 1999–2000, and 2003–04


5

Youth Risk Behavior Surveillance System (YRBSS)

Students enrolled in grades 9–12 in public and private schools at the time of the survey

1993, 1995, 1997, 1999, 2001, 2003, and 2005


Incidents during the previous 30 days

4, 9, and 12

13, 14, and 15

1 Respondents in the NCVS are interviewed every 6 months and asked about incidents that occurred in the past 6 months.2 Either school principals or the person most knowledgeable about discipline issues at school completed the SSOCS questionnaire.


a situation based upon his or her own interpretation of whether the incident was a crime or not. On the other hand, the same situation may not necessarily be interpreted in the same way by a bystander or the perceived offender. Third, victim surveys tend to emphasize crime events as incidents that take place at one point in time. However, vic-tims can often experience a state of victimization in which they are threatened or vic-timized regularly or repeatedly. Finally, respondents may recall an event inaccurately. For instance, people may forget the event entirely or recall the specifi cs of the episode incorrectly. These and other factors may affect the precision of the estimates based on these surveys.

Data trends are discussed in this report when possible. Where trends are not discussed, either the data are not available in earlier surveys or the wording of the survey ques-tion changed from year to year, eliminating the ability to discuss any trend. Where data from samples are reported, as is the case with most of the indicators in this report, the standard error is calculated for each estimate provided in order to determine the “margin of error” for these estimates. The standard errors of the estimates for different subpopulations in an indicator can vary considerably and should be taken into account when making comparisons. Some estimates and standard errors have been revised from those provided in earlier editions of Indicators of School Crime and Safety and other previously published reports. Throughout this report, in cases where the standard error was at least 30 percent of the associated estimate, the estimates were noted with a “!” symbol (interpret data with caution). In cases where the standard error was greater than 50 percent of the associated estimate, the estimate was suppressed. See appendix A for more information.

The comparisons in the text have been tested for statistical signifi cance to ensure that the differences are larger than might be expected due to sampling variation. Unless otherwise noted, all statements cited in the report are statistically signifi cant at the .05 level. Several test procedures were used, depending upon the type of data being ana-lyzed and the nature of the statement being tested. The primary test procedure used in this report was the Student’s t statistic, which tests the difference between two sample estimates. Linear trend tests were used when differences among percentages were ex-amined relative to ordered categories of a variable, rather than the differences between two discrete categories. This test allows one to examine whether, for example, the percentage of students who reported using drugs increased (or decreased) over time or whether the percentage of students who reported being physically attacked in school increased (or decreased) with age. When differences among percentages were exam-ined relative to a variable with ordered categories (such as grade), analysis of variance (ANOVA) was used to test for a linear relationship between the two variables.

Appendix A of this report contains descriptions of all the datasets used in this report and a discussion of how standard errors were calculated for each estimate.

VIOLENT DEATHS


VIOLENT DEATHS AT SCHOOL AND AWAY FROM SCHOOL

The number of homicides of youth ages 5–18 at school was higher in 2004–05 than 2000–01 (21 vs. 11 homicides), but remained lower than most years during the 1990’s.

Indicator

1

Violent deaths at schools are rare but tragic events with far-reaching effects on the school

population and surrounding community (Small and Dressler-Tetrick 2001). From July 1,

2004, through June 30, 2005, there were 48 school-associated violent deaths in elementary

and secondary schools in the United States (tables 1.1 and 1.2). In this indicator, a school-

associated violent death is defi ned as “a homicide, suicide, legal intervention (involving a

law enforcement offi cer), or unintentional fi rearm-related death in which the fatal injury

occurred on the campus of a functioning elementary or secondary school in the United

States.” Victims of school-associated violent deaths include students, staff members, and

others who are not students. Deaths that occurred while the victim was on the way to or

from regular sessions at school, or while the victim was attending or traveling to or from an

offi cial school-sponsored event, were also considered school-associated violent deaths. To

enable comparisons of homicides and suicides at school and away from school, data were

drawn from a number of sources. Data for school-associated violent deaths from the 1999–

2000 through 2004–05 school years are preliminary.

From July 1, 2004, through June 30, 2005, there were 21 homicides and 7 suicides of school-

age youth (ages 5–18) at school (table 1.1).3 Combined, this number translates into about 1

homicide or suicide of a school-age youth at school per 2 million students enrolled during

the 2004–05 school year.4 The most recent data available for the total number of homicides of

school-age youth are from the 2003–04 school year (fi gure 1.1 and table 1.1), at which time

there were 1,437 homicides. In the 2003 calendar year, there were 1,285 suicides of school-age

youth.5 In each school year, youth were over 50 times more likely to be murdered and almost

150 times more likely to commit suicide when they were away from school than at school.

Between July 1, 1992, and June 30, 1999, no consistent pattern of increase or decrease was

observed in the number of homicides at school (fi gure 1.2 and table 1.1). During this pe-

riod, between 28 and 34 homicides of school-age youth occurred at school in each school

year. However, the number of homicides of school-age youth at school declined between

the 1998–99 and 1999–2000 school years from 33 to 13 homicides. Between the 2000–01

and 2004–05 school years, the number of homicides of school-age youth at school in-

creased from 11 to 21. While the absolute number of homicides of school-age youth at

school has varied, the percentage of youth homicides occurring at school remained at less

than 2 percent of the total number of youth homicides over all survey years. Between the

1992–93 and 2004–05 school years, from one to nine school-age youth committed suicide

at school each year, with no consistent pattern of increase or decrease.

3 Between July 1, 2004, and June 30, 2005, there were 48 student, staff, and nonstudent school-associated violent deaths, including 37 homicides, 9 suicides, and 2 legal interventions (table 1.2).4 The total projected number of students enrolled in prekindergarten through 12th grade during the 2004–05 school year was 54,593,000 (U.S. Department of Education 2006). 5 Data on suicides away from school are available only by calendar year, whereas data on suicides and homi-cides at school and homicides away from school are available by school year.

This indicator has been updated to include revisions

to previously published data

and new data for 2002 onward.

• • •

For more information:

Tables 1.1 & 1.2

Anderson et al. 2001

Figure 1.1. Number of homicides and suicides of youth ages 5–18, by location: 2003–04

Violent Deaths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Figure 1.2. Number of homicides and suicides of youth ages 5–18 at school: 1992–2005

1 Youth ages 5–18 from July 1, 2003, through June 30, 2004. Data are pre-liminary and subject to change.2 Youth ages 5–18 in the 2003 calendar year. Data are preliminary and sub-ject to change.3 This number approximates the number of suicides away from school. Use caution when interpreting this number due to timeline differences.NOTE: “At school” includes on school property, on the way to or from regu-lar sessions at school, and while attending or traveling to or from a school-sponsored event. Due to missing data for suicides for the 2004–05 school year, this fi gure contains data for the 2003–04 school year.

SOURCE: Data on homicides and suicides of youth ages 5–18 at school and total school-associated violent deaths are from the Centers for Disease Control and Prevention (CDC), 2003–04 School-Associated Violent Deaths Surveillance Study (SAVD), partially funded by the U.S. Department of Educa-tion, Offi ce of Safe and Drug-Free Schools, previously unpublished tabulation (May 2006); data on total suicides of youth ages 5–18 are from the CDC, National Center for Injury Prevention and Control, Web-based Injury Statistics Query and Reporting System Fatal (WISQARS™ Fatal) (2006), retrieved July 2006 from http://www.cdc.gov/ncipc/wisqars; and data on total homicides of youth ages 5–18 for the 2003–04 school year are from the Supplementary Homicide Reports (SHR) collected by the Federal Bureau of Investigation and tabulated by the Bureau of Justice Statistics, preliminary data (July 2006).

1 Data are preliminary and subject to change.NOTE: Includes homicides and suicides of youth ages 5–18 at school from July 1, 1992, through June 30, 2005. “At school” includes on school prop-erty, on the way to or from regular sessions at school, and while attending or traveling to or from a school-sponsored event.

SOURCE: Centers for Disease Control and Prevention (CDC), 1992–2005 School-Associated Violent Deaths Surveillance Study (SAVD), partially funded by the U.S. Department of Education, Offi ce of Safe and Drug-Free Schools, previously unpublished tabulation (May 2006).

Away from schoolAt school

SuicidesHomicides

1,4181

191

Total1,437

Total1,2852

1,2823

31

0

10

20

30

40

50Number

School year

Suicides at schoolHomicides at school

2004–0512002–0312000–0111998–991996–971994–95 2003–0412001–0211999–200011997–981995–961993–941992–93

69

37

48

46

1

6776

34

29 2832

28

34 33

1311

1618 19

21

http://www.cdc.gov/ncipc/wisqars


NONFATAL STUDENT VICTIMIZATION

10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Crime and Safety: 2006

INCIDENCE OF VICTIMIZATION AT SCHOOL AND AWAY FROM SCHOOL

Between 1992 and 2004, the victimization rates for students ages 12–18 generally declined both at school and away from school.

Indicator

2

This indicatorhas been

up dat ed toin clude 2004

data.

• • •


Tables 2.1,2.2, & 2.3

Catalano 2006

6 “Students” refers to persons ages 12–18 who reported being in any elementary or secondary grade at the time of the survey. An uncertain percentage of these persons may not have attended school during the survey reference period. These data do not take into account the number of hours that students spend at school or away from school.7 Theft includes purse snatching, pick pocketing, all burglaries, attempted forcible entry, and all attempted and completed thefts except motor vehicle thefts. Theft does not include robbery in which threat or use of force is involved.8 Violent crimes include serious violent crimes and simple assault.9 Serious violent crimes include rape, sexual assault, robbery, and aggravated assault.

Theft and violence at school and while going to and from school can lead to a disruptive and threatening environment, physical injury, and emotional stress, and can be an obstacle to student achievement (Elliott, Hamburg, and Williams 1998). Data from the National Crime Victimization Survey show that students ages 12–18 were victims of about 1.4 million nonfatal crimes (theft plus violent crime) while they were at school and about 1.3 million crimes while they were away from school in 2004 (table 2.1).6 These fi gures represent victimization rates of 55 crimes per 1,000 students at school, and 48 crimes per 1,000 students away from school (fi gure 2.1).

Between 1992 and 2004, the victimization rates for students ages 12–18 generally declined both at school and away from school; this pattern held for the total crime rate as well as for thefts,7 violent crimes,8 and serious violent crimes9 (table 2.1). At school, total crime and theft victimization rates for students were lower in 2004 than in 2003. For example, the vic-timization rate of students ages 12–18 at school declined from 73 victimizations per 1,000 students in 2003 to 55 such victimizations in 2004. Theft victimization at school declined from 45 victimizations per 1,000 students in 2003 to 33 such victimizations of students in 2004. Away from school, total crime and violent crime victimization rates were lower in 2004 than in 2003. There were 48 victimizations per 1,000 students away from school in 2004, compared with 60 victimizations in 2003. Violent victimization away from school declined from 32 victimizations per 1,000 students in 2003 to 21 victimizations in 2004.

Students ages 12–18 were more likely to be victims of theft at school than away from school in most years between 1992 and 2004. In 2004, students were victims of 863,000 crimes of theft at school and 706,000 crimes of theft away from school. This translates into 33 thefts per 1,000 students at school, compared with 27 thefts per 1,000 students away from school. From 1992 to 1997, the victimization rates for violent crime were generally lower at school than away from school; however, there were no measurable differences in these rates in the years between 1998 and 2004, except in 2000, when victimization rates at school were lower. The rates for serious violent crime were lower at school than away from school in each survey year from 1992 to 2004. In 2004, students ages 12–18 were victims of 4 seri-ous violent crimes per 1,000 students at school compared with 9 serious violent crimes per 1,000 students away from school.

In 2004, the victimization rates for students ages 12–18 varied according to certain student characteristics. Older students (ages 15–18) were less likely than younger students (ages 12–14) to be victims of crime at school, but the reverse was true for the likelihood of crime away from school (fi gures 2.2 and 2.3 and tables 2.2 and 2.3). Females had a lower rate of violent victim-ization at school and a lower rate of serious violent victimization away from school than males, but no measurable gender differences were found in the rates of theft at and away from school.

1 Serious violent crimes are also included in violent crimes.NOTE: Serious violent crimes include rape, sexual assault, robbery, and ag-gravated assault. Violent crimes include serious violent crimes and simple assault. Total crimes include violent crimes and theft. “At school” includes inside the school building, on school property, or on the way to or from school. Population sizes for students ages 12–18 are 23,740,000 in 1992;

24,558,000 in 1993; 25,327,000 in 1994; 25,715,000 in 1995; 26,151,000 in 1996; 26,548,000 in 1997; 26,806,000 in 1998; 27,013,000 in 1999; 27,169,000 in 2000; 27,380,000 in 2001; 27,367,000 in 2002; 26,386,000 in 2003; and 26,372,000 in 2004. SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey (NCVS), 1992–2004.

Figure 2.1. Rate of student-reported nonfatal crimes against students ages 12–18 per 1,000 students, by type of crime and location: 1992–2004

Nonfatal Student Victimization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Total Thefts

Violent crimes Serious violent crimes1

Away from schoolAt school

Year

Rate per 1,000

0201 03 040099979593 98969492 0201 03 040099979593 98969492

0201 03 040099979593 98969492 0201 03 040099979593 98969492

Year

Rate per 1,000

Year

Rate per 1,000

Year

Rate per 1,000

0

50

100

150

200

0

50

100

150

200

0

50

100

150

200

0

50

100

150

200


Figure 2.2. Rate of student-reported nonfatal crimes against students ages 12–18 at school per 1,000 students, by type of crime and selected student characteristics: 2004

! Interpret data with caution. ‡ Reporting standards not met.1 Serious violent crimes are also included in violent crimes.NOTE: Serious violent crimes include rape, sexual assault, robbery, and ag-gravated assault. Violent crimes include serious violent crimes and simple assault. Total crimes include violent crimes and theft. “At school” includes

inside the school building, on school property, or on the way to orfrom school. Population size for students ages 12–18 is 26,372,000 in 2004. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey (NCVS), 2004.

FemaleMale

Type of crimeSerious violent1ViolentTheftTotal

Sex

0

50

100

150

200

Rate per 1,000

52

174 4

3531 27

57

15–18 years12–14 years

Serious violent1ViolentTheftTotal

Age

Type of crime

0

Rate per 1,000

50

100

150

200

6446

155 3!

31 3034

0

50

100

150

200

Suburban RuralUrban


Urbanicity

Type of crime

Rate per 1,000

51 57

3317

276! 4 ‡

33 30 28

62

Figure 2.3. Rate of student-reported nonfatal crimes against students ages 12–18 away from school per 1,000 students, by type of crime and selected student characteristics: 2004

! Interpret data with caution. 1 Serious violent crimes are also included in violent crimes.NOTE: Serious violent crimes include rape, sexual assault, robbery, and ag-gravated assault. Violent crimes include serious violent crimes and simple assault. Total crimes include violent crimes and theft. “At school” includes

inside the school building, on school property, or on the way to orfrom school. Population size for students ages 12–18 is 26,372,000 in 2004. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey (NCVS), 2004.


15–18 years12–14 years


Age

Type of crime

0

Rate per 1,000

50

100

150

200

61

18 167 10

34 3526

0

50

100

150

200

Suburban RuralUrban


Urbanicity

Type of crime

Rate per 1,000

49 4360

2540

18 20 13 6 9!2822

FemaleMale

Type of crimeSerious violent1ViolentTheftTotal

Sex

0

50

100

150

200

Rate per 1,000

61118242543

52

28


PREVALENCE OF VICTIMIZATION AT SCHOOL

In 2005, some 4 percent of students ages 12–18 reported being victimized at school during the previous 6 months. About 3 percent reported theft, 1 percent reported violent victimization, and less than half of a percent of students reported serious violent victimization.

Indicator

3

Theft is the most frequent type of nonfatal crime in the United States (U.S. Department of

Justice 2006). Data from the School Crime Supplement10 to the National Crime Victimiza-

tion Survey show the percentage of students ages 12–18 who reported criminal victimiza-

tion at school during the previous 6 months. In 2005, some 4 percent of students ages

12–18 reported being victimized at school during the previous 6 months. About 3 percent

reported theft,11 1 percent reported violent victimization12 (fi gure 3.1 and table 3.1), and

less than half of a percent of students reported serious violent victimization.13

Overall, the percentage of students ages 12–18 who were victimized at school during the

previous 6 months decreased between 1995 and 2005 from 10 to 4 percent. For each type

of victimization, the percentage of students reporting victimization decreased between 1995

and 2005 (fi gure 3.1 and table 3.1). Between the most recent survey years (2003 and 2005),

the percentage of students reporting victimization declined from 5 to 4 percent, and the per-

centage reporting theft declined from 4 to 3 percent. There were no measurable changes in

the percentages reporting violent and serious violent crime during this period.

In 2005, the prevalence of victimization varied somewhat according to student characteris-

tics. Male students were more likely than female students to report being victims of violent

crime at school (2 vs. 1 percent), but no measurable gender differences were detected in

the likelihood of reporting theft (3 percent each). There were also no measurable differences

in the percentages reporting victimization across grades. Further, in 2005, no measurable

differences were detected in the percentages of White, Black, or Hispanic students who

reported victimization, theft, or violent victimization. Students in urban schools were more

likely to report victimization (5 percent) and theft (4 percent) than students in rural schools

(3 and 2 percent, respectively). However, no other measurable differences were observed by

urbanicity.

This indicator has been updated

to include 2005 data.

• • •


Table 3.1

Addington et al. 2002

10 In 2005, the unit response rate for this survey did not meet NCES statistical standards; therefore, interpret the data with caution. For more information, please see appendix A.11 Theft includes purse snatching, pick pocketing, all burglaries, attempted forcible entry, and all attempted and completed thefts except motor vehicle thefts. Theft does not include robbery in which threat or use of force is involved.12 Violent crimes include serious violent crimes and simple assault.13 Serious violent crimes include rape, sexual assault, robbery, and aggravated assault.

1 Serious violent crimes are also included in violent crimes.NOTE: Theft includes purse snatching, pick pocketing, all burglaries, at-tempted forcible entry, and all attempted and completed thefts except motor vehicle thefts. Theft does not include robbery in which threat or use of force is involved. Serious violent crimes include rape, sexual assault, robbery, and aggravated assault. Violent crimes include serious violent crimes and simple assault. Total crimes include violent crimes and theft. “At school” includes the school building, on school property, on a school bus, and, from 2001

onward, going to and from school. In 2005, the unit response rate for this survey did not meet NCES statistical standards; therefore, interpret the data with caution. For more information, please see appendix A. Population sizes for students ages 12–18 are 23,325,000 in 1995; 24,614,000 in 1999; 24,315,000 in 2001; 25,684,000 in 2003; and 25,811,000 in 2005.SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS) to the National Crime Victimization Survey, various years, 1995–2005.

Figure 3.1. Percentage of students ages 12–18 who reported criminal victimization at school during the previous 6 months, by type of victimization: Various years, 1995–2005


Total Thefts

Violent crimes Serious violent crimes1

Year

Percent

2001 2003 200519991995 2001 2003 200519991995

2001 2003 200519991995 2001 2003 200519991995

Year

Percent

Year

Percent

Year

Percent

0

5

10

15

20

25

0

5

10

15

20

25

0

5

10

15

20

25

0

5

10

15

20

25


THREATS AND INJURIES WITH WEAPONS ON SCHOOL PROPERTY

The percentage of students who were threatened or injured with a weapon has fl uctuated between 7–9 percent in all survey years from 1993 through 2005.

Indicator

4

Every year, some students are threatened or injured with a weapon while they are on school

property. The percentage of students victimized in this way provides an important measure

of how safe our schools are and how their safety has changed over time. In the Youth Risk

Behavior Survey, students in grades 9–12 were asked whether they had been threatened

or injured with a weapon on school property during the 12 months preceding the survey.

In 2005, some 8 percent of students reported being threatened or injured with a weapon,

such as a gun, knife, or club, on school property (table 4.1). The percentage of students who

were threatened or injured with a weapon fl uctuated between 1993 and 2005 without a

clear trend. In all survey years from 1993 through 2005, between 7–9 percent of students

reported being threatened or injured in this way.

The likelihood of being threatened or injured with a weapon on school property varied by

student characteristics. In each survey year, males were more likely than females to report

being threatened or injured with a weapon on school property (fi gure 4.1 and table 4.1).

In 2005, some 10 percent of male students reported being threatened or injured in the past

year, compared with 6 percent of female students. In each survey year, students in lower

grades were generally more likely to report being threatened or injured with a weapon on

school property than those in higher grades (fi gure 4.2 and table 4.1). Eleven percent of 9th-

graders reported that they were threatened or injured with a weapon on school property in

2005, compared with 9 percent of 10th-graders and 6 percent of 11th- and 12th-graders.

Students’ likelihood of being threatened or injured with a weapon on school property varied

by race/ethnicity in 2005. Hispanic students were more likely than White students to report

being threatened or injured with a weapon on school property (10 vs. 7 percent). However,

no measurable differences were found in the percentages of Black and White students or

Black and Hispanic students who reported being threatened or injured in this way.

In 2005, student reports of being threatened or injured with a weapon on school property

varied among states for which data were available. Among states, the percentage of students

with such reports ranged from 5 to 12 percent (table 4.2).This indicator has been updated


• • •


Tables 4.1 & 4.2

Eaton et al. 2006

NOTE: “On school property” was not defi ned for survey respondents. Popu-lation size from the Digest of Education Statistics, 2005 (NCES 2006-030) for students in grades 9–12 is 16,286,000 (projected) in 2005.

SOURCE: Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Youth Risk BehaviorSurveillance System (YRBSS), 2005.

Figure 4.1. Percentage of students in grades 9–12 who reported being threatened or injured with a weapon on school property during the previous 12 months, by sex: Various years, 1993–2005

Figure 4.2. Percentage of students in grades 9–12 who reported being threatened or injured with a weapon on school property during the previous 12 months, by grade: 2005

NOTE: “On school property” was not defi ned for survey respondents. Popu-lation sizes from the Digest of Education Statistics, 2005 (NCES 2006-030) for students in grades 9–12 are 13,093,000 students in 1993; 13,697,000 in 1995; 14,272,000 in 1997; 14,623,000 in 1999; 15,061,000 in 2001; 15,723,000 in 2003; and 16,286,000 (projected) in 2005.

SOURCE: Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Youth Risk BehaviorSurveillance System (YRBSS), various years, 1993–2005.


Percent

Year

MaleTotal

Female

1993 200119991997 2003 200519950

5

10

15

20

25

Percent

0

5

10

15

20

25

12th11th10th

Grade

9thTotal

66

11

8 9


THREATS AND ATTACKS ON TEACHERS


TEACHERS THREATENED WITH INJURY OR ATTACKED BY STUDENTS

In 2003–04, teachers in central city schools were more likely than their peers in urban fringe or rural schools to report being threatened with injury or physically attacked.

Indicator

5

Students are not the only victims of intimidation or violence in schools. Teachers are also

subject to threats and physical attacks, and students from their schools sometimes commit

these offenses. In the Schools and Staffi ng Survey, teachers were asked whether they had

been threatened with injury or physically attacked by a student from their school in the pre-

vious 12 months. A smaller percentage of teachers reported they were threatened with in-

jury by a student from their school in 2003–04 (7 percent) than in 1993–94 and 1999–2000

(12 and 9 percent, respectively; fi gure 5.1 and table 5.1). Teachers were also less likely in

2003–04 than in 1993–94 to report having been physically attacked (3 vs. 4 percent; fi gure

5.1 and table 5.2).

Teachers in central city schools were consistently more likely to be threatened with injury

or physically attacked than teachers in urban fringe or rural schools between 1993–94 and

2003–04 (fi gure 5.2 and tables 5.1 and 5.2). For example, in 2003–04, some 10 percent of

teachers in central city schools were threatened with injury by students, compared with 6

percent of teachers in urban fringe schools and 5 percent of teachers in rural schools. Five

percent of teachers in central city schools were attacked by students, compared with 3 per-

cent of teachers in urban fringe and 2 percent of teachers in rural schools.

In 2003–04, gender differences in the victimization of teachers were apparent (tables 5.1

and 5.2). Although a larger percentage of male than female teachers reported having been

threatened with injury (9 vs. 6 percent), female teachers were more likely than their male

counterparts to have been physically attacked (4 vs. 3 percent).

In 2003–04, teachers’ reports of being threatened or attacked by students varied according

to the level of their school. Secondary school teachers were more likely than elementary

school teachers to have been threatened with injury by a student (8 vs. 6 percent; table 5.1).

However, elementary school teachers were more likely than secondary school teachers to

report having been physically attacked (4 vs. 2 percent; table 5.2).

Public school teachers were more likely than private school teachers to have been threat-

ened with injury (7 vs. 2 percent) or physically attacked (4 vs. 2 percent) by students in

school (fi gure 5.2 and tables 5.1 and 5.2). Among teachers in central city schools, those in

public schools were at least fi ve times more likely to be threatened with injury than their

colleagues in private schools (12 vs. 2 percent) and at least four times more likely to be

physically attacked (5 vs. 1 percent).

Public school teachers’ reports of being threatened with injury or physically attacked varied

among states. In 2003–04, the percentage of public school teachers who reported being

threatened in the previous 12 months ranged from 4 to 18 percent (table 5.3), and the per-

centage who were physically attacked ranged from 1 to 7 percent (table 5.4).

This indicator has been updated to include 2003–04

data.

• • •


Tables 5.1, 5.2, 5.3, & 5.4

Appendix Bfor defi nitions of

school levels

Strizek et al. 2006

Figure 5.1. Percentage of public and private school teachers who reported that they were threatened with injury or that they were physically attacked by a student from school during the previous 12 months: 1993–94, 1999–2000, and 2003–04

Figure 5.2. Percentage of public and private school teachers who reported that they were threatened with injury or that they were physically attacked by a student from school during the previous 12 months, by urbanicity and school sector: 2003–04

Threats and Attacks on Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

! Interpret data with caution.NOTE: Teachers who taught only prekindergarten students are excluded. The public sector includes public, public charter, and Bureau of Indian Affairs school teachers. Population size for teachers is 3,704,000 in 2003–04.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffi ng Survey (SASS), “Public School Teacher Ques-tionnaire,” 2003–04; “Private School Teacher Questionnaire,” 2003–04; and “Bureau of Indian Affairs Teacher Questionnaire,” 2003–04.

NOTE: Teachers who taught only prekindergarten students are excluded. Population sizes for teachers are 2,930,000 in 1993–94; 3,452,000 in 1999–2000; and 3,704,000 in 2003–04. Figures were revised and may differ from previously published data.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffi ng Survey (SASS), “Public School Teacher Ques-tionnaire,” 1993–94, 1999–2000, and 2003–04; “Private School Teacher Questionnaire,” 1993–94, 1999–2000, and 2003–04; “Charter School Ques-tionnaire,” 1999–2000; and “Bureau of Indian Affairs Teacher Question-naire,” 1999–2000 and 2003–04.

0

5

10

15

20

25

Percent

1993–94 1999–2000 2003–04

Physically attacked

Threatened with injury

Public Private

Percent

0

5

10

15

20

25

Urbanicity

7

2

12

2

6

2

5

2!4

2

5

1!3 2 2 2!

RuralUrbanfringe

Centralcity

Total RuralUrbanfringe

Centralcity

Total

Threatened with injury Physically attacked


SCHOOLENVIRONMENT


VIOLENT AND OTHER INCIDENTS AT PUBLIC SCHOOLS AND THOSE REPORTED TO THE POLICE

The percentage of public schools experiencing one or more violent incidents increased between the 1999–2000 and 2003–04 school years from 71 to 81 percent.

Indicator

6

This indicator presents the percentage of schools that experienced one or more speci-

fi ed crimes, the total number of these crimes reported by schools, and the rate of crimes

per 1,000 students. These data are also presented for the crimes that were reported to the

police. In the School Survey on Crime and Safety, public school principals were asked to

provide the number of serious violent incidents,14 violent incidents,15 thefts valuing $10

or greater, and other incidents that occurred at their school, as well as the number of these

incidents reported to the police. In 2003–04, some 88 percent of public schools responded

that one or more incidents of these crimes had taken place (including violent, theft, and

other crimes), amounting to an estimated 2.1 million crimes (table 6.1). This fi gure translates

into a rate of 46 crimes per 1,000 students enrolled in 2003–04. During the same year, 65

percent of schools reported an incident of one of the specifi ed crimes to the police amount-

ing to about 764,400 crimes—or 16 crimes per 1,000 students enrolled.

The percentage of public schools experiencing one or more violent incidents increased be-

tween 1999–2000 and 2003–04 from 71 to 81 percent. In 2003–04, 18 percent of schools

experienced one or more serious violent incidents, 46 percent experienced one or more

thefts, and 64 percent experienced another type of crime (fi gure 6.1 and table 6.1). Forty-

four percent of public schools reported at least one violent incident to police, 13 percent

reported at least one serious violent incident to police, 31 percent reported at least one theft

to police, and 50 percent reported one of the other specifi ed crimes to police.

The prevalence of violent incidents at public schools and those reported to the police varied

by school level (fi gure 6.2 and tables 6.2 and 6.3). Primary schools were the least likely

to experience any violent incident: 74 percent of primary schools did so, compared with

94 percent of middle schools and 96 percent of high schools. Similar relationships were

observed for serious violent incidents and those violent and serious violent incidents that

were reported to the authorities. However, when looking at the rate of violent crimes per

1,000 students, both primary schools and high schools had lower rates than middle schools.

In 2003–04, there were 28 violent crimes per 1,000 students in both primary schools and

high schools, compared with 53 such violent crimes in middle schools. Regardless of school

level, there were no more than two serious violent crimes per 1,000 students enrolled in

2003–04.

When examining violent incidents by the location of public schools, city schools were more

likely than urban fringe schools to experience violent incidents (fi gure 6.3 and table 6.2).

Eighty-eight percent of city schools had one or more violent incidents, compared with 80

percent of urban fringe schools.

This indicator has been updated to include 2003–04

data.

• • •


Tables 6.1,6.2, & 6.3

Appendix Bfor defi nitions of school levels and

urbanicity

Miller 2003 revised

14 Serious violent incidents include rape, sexual battery other than rape, physical attack or fi ght with a weap-on, threat of physical attack with a weapon, and robbery with or without a weapon.15 Violent incidents include serious violent incidents plus physical attacks or fi ghts without a weapon and threats of physical attacks without a weapon.

Figure 6.1. Percentage of public schools experiencing and reporting incidents of crime that occurred at school and the rate per 1,000 students, by type of crime: 2003–04

School Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

1 Violent incidents include rape, sexual battery other than rape, physical attack or fi ght with or without a weapon, threat of physical attack with or without a weapon, and robbery with or without a weapon. Serious violent incidents are also included in violent incidents.2 Serious violent incidents include rape, sexual battery other than rape, physical attack or fi ght with a weapon, threat of physical attack with a weapon, and robbery with or without a weapon.3 Theft/larceny (taking things over $10 without personal confrontation) was defi ned for respondents as “the unlawful taking of another person’s property without personal confrontation, threat, violence, or bodily harm. Included are pocket picking, stealing purse or backpack (if left unattended or no force was used to take it from owner), theft from a building, theft from a motor vehicle or motor vehicle parts or accessories, theft of bicycles, theft from vending machines, and all other types of thefts.”

4 Other incidents include possession of a fi rearm or explosive device, pos-session of a knife or sharp object, distribution of illegal drugs, possession or use of alcohol or illegal drugs, or vandalism.NOTE: Either school principals or the person most knowledgeable about discipline issues at school completed the SSOCS questionnaire. “At school” was defi ned for respondents to include activities that happen in school buildings, on school grounds, on school buses, and at places that hold school-sponsored events or activities. Respondents were instructed to re-spond only for those times that were during normal school hours or when school activities or events were in session, unless the survey specifi ed other-wise. Population size is 80,500 public schools. SOURCE: U.S. Department of Education, National Center for Education Sta-tistics, School Survey on Crime and Safety (SSOCS), 2004.

Reported to the policeExperienced various types of crime

Reported to the policeExperienced various types of crime

Percent of schools

Type of crime

0

50

100

150

200

Rate per 1,000 students

Percent

0

20

40

60

80

100

65

8881

44

1813

46

31

64

50

Other4Theft3Serious violent2Violent1Total

Type of crime

Other4Theft3Serious violent2Violent1Total

Rate per 1,000

46

1633

8 1 1 4 2 8 6


1 Violent incidents include rape, sexual battery other than rape, physical attack or fi ght with or without a weapon, threat of physical attack with or without a weapon, and robbery with or without a weapon. Serious violent incidents are also included in violent incidents.2 Serious violent incidents include rape, sexual battery other than rape, physical attack or fi ght with a weapon, threat of physical attack with a weapon, and robbery with or without a weapon.3 Theft/larceny (taking things over $10 without personal confrontation) was defi ned for respondents as “the unlawful taking of another person’s property without personal confrontation, threat, violence, or bodily harm. Included are pocket picking, stealing purse or backpack (if left unattended or no force was used to take it from owner), theft from a building, theft from a motor vehicle or motor vehicle parts or accessories, theft of bicycles, theft from vending machines, and all other types of thefts.”4 Other incidents include possession of a fi rearm or explosive device, pos-session of a knife or sharp object, distribution of illegal drugs, possession or use of alcohol or illegal drugs, or vandalism.

NOTE: Either school principals or the person most knowledgeable about discipline issues at school completed the SSOCS questionnaire. Primary schools are defi ned 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 defi ned 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 defi ned as schools in which the lowest grade is not lower than grade 9. Combined schools include all other combinations of grades, including K–12 schools. “At school” was defi ned for respondents to include activities that happen in school buildings, on school grounds, on school buses, and at places that hold school-sponsored events or activities. Respondents were instructed to respond only for those times that were during normal school hours or when school activities or events were in session, unless the survey specifi ed other-wise. Population size is 80,500 public schools.SOURCE: U.S. Department of Education, National Center for Education Sta-tistics, School Survey on Crime and Safety (SSOCS), 2004.

0

20

40

60

80

100

Percent Reported to the police

Other4Theft3Serious violent2Violent1

Type of crime

0

20

40

60

80

100

Percent Experienced various types of crime

8174

94 96

85

1813

2429

24

46

30

63

84

67 64

51

8393

73


Type of crime

PrimaryTotal High school CombinedMiddle

PrimaryTotal High school CombinedMiddle

28

8

2027 31

44

67

48

88

57

44

67

79

52

13 16 16

50

35

71

Figure 6.2. Percentage of public schools experiencing and reporting incidents of crime that occurred at school, by type of crime and school level: 2003–04


1 Violent incidents include rape, sexual battery other than rape, physical attack or fi ght with or without a weapon, threat of physical attack with or without a weapon, and robbery with or without a weapon. Serious violent incidents are also included in violent incidents.2 Serious violent incidents include rape, sexual battery other than rape, physical attack or fi ght with a weapon, threat of physical attack with a weapon, and robbery with or without a weapon.3 Theft/larceny (taking things over $10 without personal confrontation) was defi ned for respondents as “the unlawful taking of another person’s property without personal confrontation, threat, violence, or bodily harm. Included are pocket picking, stealing purse or backpack (if left unattended or no force was used to take it from owner), theft from a building, theft from a motor vehicle or motor vehicle parts or accessories, theft of bicycles, theft from vending machines, and all other types of thefts.”

4 Other incidents include possession of a fi rearm or explosive device, pos-session of a knife or sharp object, distribution of illegal drugs, possession or use of alcohol or illegal drugs, or vandalism.NOTE: Either school principals or the person most knowledgeable about discipline issues at school completed the SSOCS questionnaire. “At school” was defi ned for respondents to include activities that happen in school buildings, on school grounds, on school buses, and at places that hold school-sponsored events or activities. Respondents were instructed to re-spond only for those times that were during normal school hours or when school activities or events were in session, unless the survey specifi ed other-wise. Population size is 80,500 public schools.SOURCE: U.S. Department of Education, National Center for Education Sta-tistics, School Survey on Crime and Safety (SSOCS), 2004.

Figure 6.3. Percentage of public schools experiencing and reporting incidents of crime that occurred at school, by type of crime and urbanicity: 2003–04

0

20

40

60

80

100

Percent Reported to the police


Type of crime

0

20

40

60

80

100

Percent Experienced various types of crime

8188

8087

75

18 21 18 19 15

46 47 46 45 46

6469 65 68

57


Type of crime

47

17 14 13

31 30 3326

56

4244 4452

37

13 10

35

5055 51

CityTotal Town RuralUrban fringe

CityTotal Town RuralUrban fringe


DISCIPLINE PROBLEMS REPORTED BY PUBLIC SCHOOLS

The prevalence of frequently occurring discipline problems was related to school size in the 2003–04 school year. In general, principals in large schools were more likely to report discipline problems than principals in small schools.

Indicator

7

The existence of discipline problems in a school may contribute to an environment that facili-

tates school violence and crime (Miller 2003 revised). In the School Survey on Crime and Safety,

school principals were asked how often certain disciplinary problems happen in their schools.

This indicator examines the daily or weekly occurrence of student racial tensions, bullying, ver-

bal abuse of teachers, widespread classroom disorder, and acts of disrespect for teachers in pub-

lic schools. It also looks at occurrences of gang and cult activities, and due to the severe nature

of these incidents, presents all reports of gang and cult activities during the 2003–04 school year.

Two percent of public schools reported racial tensions among students on a daily or weekly

basis and 27 percent reported that student bullying took place daily or weekly during the

2003–04 school year (fi gure 7.1 and table 7.1). With regard to other frequently occurring

discipline problems in public schools (those occurring at least once a week), 11 percent of

principals reported student verbal abuse of teachers, 3 percent reported widespread disorder

in classrooms, and 19 percent reported student acts of disrespect for teachers. Some 17 per-

cent of public schools reported undesirable gang activities and 3 percent reported undesir-

able cult or extremist activities. Public school reports of student racial tensions were lower

in 2003–04 than in 1999–2000 (2 vs. 3 percent), as were any reports of cult or extremist

group activities (3 vs. 7 percent; data not shown, see DeVoe et al. 2005).

Discipline problems reported by public schools varied by school characteristics. For example,

middle schools were more likely than primary schools to report various types of discipline

problems (fi gure 7.1 and table 7.1). Middle schools were also more likely than high schools to

report daily or weekly incidences of student bullying (42 vs. 21 percent) and student acts of dis-

respect for teachers (32 vs. 26 percent). During the school year, high schools were more likely

than both middle and primary schools to report gang activity (41 vs. 31 and 8 percent, respec-

tively) and more likely than middle schools to report extremist cult activity (13 vs. 6 percent).

The prevalence of frequently occurring discipline problems was related to school enroll-

ment size. In general, principals in large schools were more likely to report discipline

problems than principals in small schools. Thirty-four percent of principals at schools with

1,000 or more students reported student acts of disrespect for teachers at least once a week,

compared with 21 percent of schools with 500–999 students, 17 percent of schools with

300–499 students, and 14 percent of schools with less than 300 students.

Schools where 20 percent or fewer of the students were eligible for free or reduced-price lunch

were less likely to report student bullying, verbal abuse of teachers, widespread disorder in the

classroom, acts of disrespect for teachers, and undesirable gang activities than schools where

more students were eligible. Schools where 50 percent or more of the students were eligible for

free or reduced-price lunch were generally more likely to report discipline problems than schools

where fewer students qualifi ed, except for student racial tensions, bullying, and cult activities.

This indicator has been updated with 2003–04

data.

• • •


Table 7.1

Appendix Bfor defi nitions of

school levels

Miller 2003 revised

Figure 7.1. Percentage of public schools reporting selected discipline problems that occurred at school, by school level: 2003–04


! Interpret data with caution.‡ Reporting standards not met.1 Includes schools that reported the activity happens either once a week or daily.2 Includes schools that reported the activity has happened at all at their school during the school year.3 A gang was defi ned 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.”4 A cult or extremist group was defi ned for respondents as “a group that espouses radical beliefs and practices, which may include a religious com-ponent, that are widely seen as threatening the basic values and cultural norms of society at large.”

NOTE: Either school principals or the person most knowledgeable about discipline issues at school completed the SSOCS questionnaire. Primary schools are defi ned 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 defi ned 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 defi ned as schools in which the lowest grade is not lower than grade 9. Combined schools include all other combinations of grades, including K–12 schools. “At school” was defi ned for respondents to include activities that happen in school buildings, on school grounds, on school buses, and at places that hold school-sponsored events or activities. Respondents were instructed to respond only for those times that were during normal school hours or when school activities or events were in session, unless the survey specifi ed other-wise. Population size is 80,500 public schools. SOURCE: U.S. Department of Education, National Center for Education Sta-tistics, School Survey on Crime and Safety (SSOCS), 2004.

Discipline problem

21!

53

‡

2724

21

117

1817

14

32!

64

‡

1914

3226

25

178

31

1141

3‡

613

‡

23

42

0 10 20 30 40 50

Percent

Undesirable cult or extremist group activities2,4

Undesirable gang activities2,3

Student acts of disrespect for teachers1

Widespread disorder in classrooms1

Student verbal abuse of teachers1

Student bullying1

Student racial tensions1

PrimaryTotal

High schoolCombined

Middle


STUDENTS’ REPORTS OF GANGS AT SCHOOL

The percentage of students reporting the presence of gangs at school increased from 21 to 24 percent between 2003 and 2005.

Indicator

8

Gangs are organized groups often involved in drugs, weapons traffi cking, and violence.

Such gangs at school can be disruptive to the school environment because their presence

may incite fear among students and increase the level of school violence (Laub and Laurit-

sen 1998). In the School Crime Supplement16 to the National Crime Victimization Survey,

students ages 12–18 were asked if gangs were present at their school during the previous

6 months.

In 2005, some 24 percent of students reported that there were gangs at their schools (fi gure

8.1 and table 8.1). Students in urban schools were more likely to report the presence of

gangs at their school than suburban students and rural students (36 vs. 21 and 16 percent,

respectively). No measurable difference was found between suburban and rural students in

their likelihood of reporting gang presence.

The total percentage of students who reported the presence of gangs at school increased

from 21 percent in 2003 to 24 percent in 2005. Similarly, the percentage of students at

urban schools who reported that gangs were present at school also increased during this

period from 31 to 36 percent. No measurable change was found for the percentage of sub-

urban or rural students reporting gang presence during this period.

Hispanic and Black students were more likely than White students to report gangs in their

schools in 2005 (38 and 37 percent, respectively, vs. 17 percent; fi gure 8.2 and table 8.1).

This pattern held among students in both urban and suburban schools. Between 2003 and

2005, reports of gangs increased among both Black students (29 vs. 37 percent) and White

students (14 vs. 17 percent). No measurable change was detected in the percentage of His-

panic students reporting the presence of gangs between 2003 and 2005.

Students in public schools were more likely to report the presence of gangs than were stu-

dents in private schools regardless of the school’s location (table 8.1). In 2005, some 25 per-

cent of students in public schools reported that there were gangs in their schools, compared

with 4 percent of students in private schools.

In 2005, there were no measurable differences between males and females in the extent

to which they reported gang presence in their schools, with the exception of males at sub-

urban schools, who were more likely to report gang presence than females (22 vs. 19 per-

cent). Between 2001 and 2005, the percentage of male students reporting the presence of

gangs increased (from 21 to 25 percent), as did the percentage of suburban males reporting

gang activity (from 19 to 22 percent). In the same time period, the percentage of urban fe-

males reporting gang activity also increased from 26 to 34 percent.



• • •


Table 8.1


16 In 2005, the unit response rate for this survey did not meet NCES statistical standards; therefore, interpret the data with caution. For more information, please see appendix A.

Figure 8.1. Percentage of students ages 12–18 who reported that gangs were present at school during the previous 6 months, by urbanicity: Various years, 2001–2005


Figure 8.2. Percentage of students ages 12–18 who reported that gangs were present at school during the previous 6 months, by urbanicity and race/ethnicity: 2005

! Interpret data with caution.1 Other includes American Indian, Alaska Native, Asian or Pacifi c Islander, and more than one race. For this report, non-Hispanic students who identi-fi ed themselves as more than one race were included in the Other category. Respondents who identifi ed themselves as being of Hispanic origin are clas-sifi ed as Hispanic, regardless of their race.

NOTE: All gangs, whether or not they are involved in violent or illegal activity, are included. “At school” includes the school building, on school property, on a school bus, or going to and from school. In 2005, the unit re-sponse rate for this survey did not meet NCES statistical standards; therefore, interpret the data with caution. For more information, please see appendix A. Population size for students ages 12–18 is 25,811,000 in 2005.SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS) to the National Crime Victimization Survey, 2005.

NOTE: All gangs, whether or not they are involved in violent or illegal activity, are included. “At school” includes the school building, on school property, on a school bus, or going to and from school. In 2005, the unit response rate for this survey did not meet NCES statistical standards; there-fore, interpret the data with caution. For more information, please see ap-pendix A. Population sizes for students ages 12–18 are 24,315,000 in 2001; 25,684,000 in 2003; and 25,811,000 in 2005.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS) to the National Crime Victimization Survey, various years, 2001–2005.

20032001 2005

Percent

0

10

20

30

40

50

Urbanicity

13 1216

20 2124

29 31

36

18 1821

Suburban RuralUrbanTotal

BlackWhite Other1Hispanic1

Percent

0

10

20

30

40

50

RuralSuburbanUrbanTotal

14

24 26

14!16

3532

2223

41

48

27

17

37 38

23

Urbanicity


STUDENTS’ REPORTS OF DRUG AVAILABILITY ON SCHOOL PROPERTY

In 2005, one-quarter of all students in grades 9–12 reported that someone had offered, sold, or given them an illegal drug on school property in the past 12 months.

Indicator

9

The availability of drugs on school property has a disruptive and corrupting infl uence on

the school environment (Nolin et al. 1997). In the Youth Risk Behavior Survey, students in

grades 9–12 were asked whether someone had offered, sold, or given them an illegal drug

on school property in the 12 months before the survey. In 2005, some 25 percent of stu-

dents in grades 9–12 reported that drugs were made available to them on school property

(table 9.1). There was no measurable change in the percentage of students who reported

that drugs were offered, sold, or given to them at school between 2003 and 2005.

Males were more likely than females to report that drugs were offered, sold, or given to

them on school property in each survey year from 1993 to 2005 (fi gure 9.1 and table 9.1).

For example, in 2005, some 29 percent of males reported that drugs were available, com-

pared with 22 percent of females. No measurable differences were detected in the percent-

age of students who reported that drugs were made available to them according to grade

level in 2005.

The percentages of students who reported having illegal drugs offered, sold, or given to

them on school property differed across racial/ethnic groups (fi gure 9.2 and table 9.1). Spe-

cifi cally, in 2005, Hispanic students were more likely than Asian, Black, American Indian,

and White students to report that drugs were made available to them (34 vs. 16–24 percent).

Although it appears that Pacifi c Islander students were more likely than Hispanic students to

report that drugs were made available to them, the difference was not found to be statisti-

cally signifi cant.

In 2005, student reports of the availability of drugs on school property varied among states

for which data were available. Among states, the percentage of students who reported that

drugs were available to them at school ranged from 16 to 39 percent (table 9.2).



• • •


Tables 9.1 & 9.2

Eaton et al. 2006

Figure 9.1. Percentage of students in grades 9–12 who reported that drugs were made available to them on school property during the previous 12 months, by sex: Various years, 1993–2005

Figure 9.2. Percentage of students in grades 9–12 who reported that drugs were made available to them on school property during the previous 12 months, by race/ethnicity: 2005


1 American Indian includes Alaska Native, Black includes African American, Pacifi c Islander includes Native Hawaiian, and Hispanic includes Latino. Respondents who identifi ed themselves as being of Hispanic origin are clas-sifi ed as Hispanic, regardless of their race.

NOTE: “On school property” was not defi ned for survey respondents. Popu-lation size from the Digest of Education Statistics, 2005 (NCES 2006-030) for students in grades 9–12 is 16,286,000 (projected) in 2005.SOURCE: Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Youth Risk Behavior Sur-veillance System (YRBSS), 2005.

NOTE: “On school property” was not defi ned for survey respondents. Popu-lation sizes from the Digest of Education Statistics, 2005 (NCES 2006-030) for students in grades 9–12 are 13,093,000 students in 1993; 13,697,000 in 1995; 14,272,000 in 1997; 14,623,000 in 1999; 15,061,000 in 2001; 15,723,000 in 2003; and 16,286,000 (projected) in 2005.

SOURCE: Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Youth Risk Behavior Sur-veillance System (YRBSS), various years, 1993–2005.

Percent

2001 2003 20051999199719951993

Year

MaleTotal

Female

0

10

20

30

40

50

Percent

0

10

20

30

50

40

Race/ethnicity1

More thanone race

PacificIslander

AmericanIndian

AsianHispanicBlackWhiteTotal

25 24 24

34

16

24

41

32


In 2005, some 11 percent of students ages 12–18 reported that someone at school had used hate-related words against them, and more than one-third (38 percent) had seen hate-related graffi ti at school.

Indicator

10

In the 2005 School Crime Supplement17 to the National Crime Victimization Survey, students

ages 12–18 were asked if someone at school had called them a derogatory word having to

do with their race, ethnicity, religion, disability, gender, or sexual orientation and if they had

seen hate-related graffi ti during the previous 6 months. With regard to hate-related words,

students were also asked to specify the characteristic to which the word was directed.

In 2005, some 11 percent of students ages 12–18 reported that someone at school had

used hate-related words against them (fi gure 10.1 and table 10.1). Five percent of students

reported that the hate-related words concerned their race, 3 percent reported that the words

were related to their ethnicity, about 2 percent each reported that the words concerned their

religion or gender, and 1 percent each reported that the words were related to their disabil-

ity or sexual orientation (table 10.2). Students were also asked if they had seen hate-related

graffi ti at their school—that is, hate-related words or symbols written in classrooms, bath-

rooms, hallways, or on the outside of the school building (fi gure 10.1 and table 10.1). Some

38 percent of students saw hate-related graffi ti at school.

Students’ experiences of being called specifi c types of hate-related words in 2005 differed

according to their sex and race/ethnicity (table 10.2). Females were more likely to report

gender-related hate words than were males (3 vs. 1 percent) while male students were more

likely than female students to report hate words related to both race (5 vs. 4 percent) and

ethnicity (3 vs. 2 percent). White students were less likely to report race-related hate words

than were Black and Hispanic students as well as students whose racial/ethnic group was

categorized as “Other” (3 percent of White students vs. 7 percent of Black students, 6 per-

cent of Hispanic students, and 9 percent of Other students).

In 2005, measurable differences were found in students’ reports of being called hate-related

words and seeing hate-related graffi ti according to the urbanicity and sector of their schools

(fi gure 10.1 and table 10.1). Suburban students were less likely than both urban students

(9 vs. 12 percent) and rural students (9 vs. 15 percent) to report being called a hate-related

word. Public school students were more likely than their private school counterparts to re-

port being called a hate-related word (12 vs. 7 percent) and seeing hate-related graffi ti (39

vs. 18 percent).

STUDENTS’ REPORTS OF BEING CALLED HATE-RELATED WORDS AND SEEING HATE-RELATED GRAFFITI



• • •


Tables 10.1 & 10.2


17 In 2005, the unit response rate for this survey did not meet NCES statistical standards; therefore, interpret the data with caution. For more information, please see appendix A.

Figure 10.1. Percentage of students ages 12–18 who reported being targets of hate-related words and seeing hate-related graffi ti at school during the previous 6 months, by selected student and school characteristics: 2005


1 Other includes American Indian, Alaska Native, Asian or Pacifi c Islander, and more than one race. For this report, non-Hispanic students who identi-fi ed themselves as more than one race were included in the Other category. Respondents who identifi ed themselves as being of Hispanic origin are clas-sifi ed as Hispanic, regardless of their race.

NOTE: “At school” includes the school building, on school property, on a school bus, or going to and from school. Hate-related refers to derogatory terms used by others in reference to students’ personal characteristics. In 2005, the unit response rate for this survey did not meet NCES statistical standards; therefore, interpret the data with caution. For more informa-tion, please see appendix A. Population size for students ages 12–18 is 25,811,000 in 2005.SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS) to the National Crime Victimization Survey, 2005.

0 10 20 30 40 50Percent

Hate-related words Hate-related graffiti

0 10 20 30 40 50Percent

Private

Public

Rural

Suburban

Urban

Other1

Hispanic1

Black

White

Female

Male

Total

Private

Public

Rural

Suburban

Urban

Other1

Hispanic1

Black

White

Female

Male

Total 38

37

38

38

37

37

38

40

37

35

39

18

Student or schoolcharacteristic

Student or schoolcharacteristic

7

12

15

9

12

12

11

15

10

11

12

11


BULLYING AT SCHOOL

In 2005, about 28 percent of 12- to 18-year-old students reported having been bullied at school during the last 6 months.

Indicator

11

Both bullying and being bullied at school are associated with key violence-related behaviors,

including carrying weapons, fi ghting, and sustaining injuries from fi ghting (Nansel et al. 2003).

In the 2005 School Crime Supplement18 to the National Crime Victimization Survey, students

ages 12–18 were asked if they had been bullied at school during the previous 6 months.19

In 2005, about 28 percent of students reported having been bullied at school during the

last 6 months (fi gure 11.1 and table 11.1). Nineteen percent of students said that they had

experienced bullying that consisted of being made fun of; 15 percent reported being the

subject of rumors; and 9 percent said that they were pushed, shoved, tripped, or spit on (fi g-

ure 11.2 and table 11.1). Of those students who had been bullied, 79 percent said that they

were bullied inside the school, and 28 percent said that they were bullied outside on school

grounds (fi gure 11.2 and table 11.2). Of the students in 2005 who reported being bullied

during the previous 6 months, 53 percent said that they had been bullied once or twice

during that period, 25 percent had experienced bullying once or twice a month, 11 percent

reported being bullied once or twice a week, and 8 percent said that they had been bullied

almost daily (table 11.3).

White and Black students (30 and 29 percent) were more likely than Hispanic students to

report being bullied in 2005 (22 percent; table 11.1). White students were also more likely

than students of Other racial/ethnic groups to report being bullied (30 vs. 25 percent), and

to report that they were the subject of rumors than were Hispanic students and students of

Other racial/ethnic groups (16 vs. 12 percent).

In general, grade level was inversely related to students’ likelihood of being bullied: as

grade level increased, students’ likelihood of being bullied decreased (table 11.1). In 2005,

about 37 percent of 6th-graders, 28 percent of 9th-graders, and 20 percent of 12th-graders

reported that they had been bullied at school. Students in public schools were more likely

to report bullying incidents than were their private school counterparts (29 vs. 23 percent).

Of those students who reported bullying incidents that involved being pushed, shoved,

tripped, or spit on (9 percent), 24 percent reported that they had sustained an injury20 as a re-

sult (table 11.2). While no measurable differences were found by sex in students’ likelihood of

reporting a bullying incident in 2005, among students who reported being bullied, males were

more likely than females to report being injured during such an incident (31 vs. 18 percent).


with 2005 data.

• • •


Tables 11.1, 11.2, & 11.3

DeVoe and Kaffenberger

2005

18 In 2005, the unit response rate for this survey did not meet NCES statistical standards; therefore, interpret the data with caution. For more information, please see appendix A.19 In 2005, the questionnaire wording for the School Crime Supplement to the National Crime Victimization Survey was modifi ed with regard to bullying. In the 1999, 2001, and 2003 surveys, students were simply asked whether they had been bullied in the previous 6 months, while the 2005 iteration posed a series of questions on bullying and provided respondents with more examples of bullying behavior. Bullying includes being made fun of; subject of rumors; threatened with harm; pushed, shoved, tripped, or spit on; pressured into doing things did not want to do; excluded; or property destroyed on purpose.20 Injury includes bruises or swelling; cuts, scratches, or scrapes; black eye or bloody nose; teeth chipped or knocked out; broken bones or internal injuries; knocked unconscious; or other injuries.

Figure 11.1. Percentage of students ages 12–18 who reported selected bullying problems at school during the previous 6 months, by type of bullying: 2005

Figure 11.2. Percentage of students ages 12–18 who reported being bullied at school during the previous 6 months, by location of bullying and injury: 2005


1 Injury includes bruises or swelling; cuts, scratches, or scrapes; black eye or bloody nose; teeth chipped or knocked out; broken bones or internal injuries; knocked unconscious; or other injuries. Only students who reported that their bullying incident constituted being pushed, shoved, tripped, or spit on were asked if they suffered injuries as a result of the incident.NOTE: “At school” includes the school building, on school property, on a school bus, or going to and from school. In 2005, the unit response rate for

this survey did not meet NCES statistical standards; therefore, interpret the data with caution. For more information, please see appendix A. Population size for students ages 12–18 is 25,811,000 in 2005. Location totals may sum to more than 100 because students could have been bullied in more than one location.SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS) to the National Crime Victimization Survey, 2005.

NOTE: “At school” includes the school building, on school property, on a school bus, or going to and from school. Types of bullying do not sum to total because students could have experienced more than one type of bullying. In 2005, the unit response rate for this survey did not meet NCES statistical standards; therefore, interpret the data with caution. For more

information, please see appendix A. Population size for students ages 12–18 is 25,811,000 in 2005.SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS) to the National Crime Victimization Survey, 2005.

Percent

0

20

40

60

80

100

Pushed,shoved,tripped,spit on

Threatenedwith harm

Subject ofrumors

Bullying type

Made fun of,called names,

or insulted

Propertydestroyed

on purpose

Excludedfrom

activitieson purpose

Tried tomake do things didnot want

to do

Total

95

1928

1553 3

Percent

0

20

40

60

80

100

Injury1Somewhereelse

Schoolbus

Location of bullying

Outsideon schoolgrounds

Insideschool

24

5

28

79

8


FIGHTS,WEAPONS,

AND ILLEGALSUBSTANCES


PHYSICAL FIGHTS ON SCHOOL PROPERTY AND ANYWHERE

The percentage of 9th- to 12th-grade students who reported being in a physical fi ght anywhere increased from 33 to 36 percent between 2003 and 2005.

Indicator

12

Schools where physical fi ghts occur frequently may not be able to maintain a focused learn-

ing environment for students. Further, students who participate in fi ghts on school property

may have diffi culty succeeding in their studies (Payne, Gottfredson, and Gottfredson 2003).

In the Youth Risk Behavior Survey, students in grades 9–12 were asked about their general

involvement in physical fi ghts during the preceding 12 months (referred to as “anywhere”

in this report) and their involvement in physical fi ghts on school property. In 2005, some

36 percent of students in grades 9–12 reported being in a fi ght anywhere, and 14 percent

said they had been in a fi ght on school property (table 12.1). Between 2003 and 2005, the

percentage of students who reported being in a fi ght anywhere increased from 33 to 36 per-

cent. However, there was no measurable change in the percentage of students who reported

fi ghting on school property during the same period.

In all survey years, males were more likely than females to have been in a fi ght anywhere

and on school property (fi gure 12.1 and table 12.1). In 2005, 43 percent of males said they

had been in a fi ght anywhere, compared with 28 percent of females. In the same year, 18

percent of males said they had been in a fi ght on school property, compared with 9 percent

of females. Between 2003 and 2005, the percentage of females who reported having been

in a physical fi ght anywhere increased from 25 to 28 percent.

In 2005, students in lower grades were more likely to report being in fi ghts than students in

higher grades, both anywhere and on school property (fi gure 12.2 and table 12.1). In that

year, 19 percent of 9th-graders, 14 percent of 10th-graders, 10 percent of 11th-graders, and

9 percent of 12th-graders reported being in a fi ght on school property. While it appears that

students in most grades were more likely to report being in a physical fi ght in 2005 than in

2003, the only measurable increase found was for 9th-grade students anywhere: between

2003 and 2005, the percentage of 9th-graders who reported having been in a fi ght any-

where increased from 39 to 43 percent.

In 2005, the percentage of students engaging in fi ghts varied according to their race/ethnic-

ity. Specifi cally, Asian students were less likely than students from all other racial/ethnic

groups to report being in a fi ght anywhere or on school property. Six percent of Asian stu-

dents reported being in a fi ght on school property, compared with 12 to 24 percent of stu-

dents from other racial/ethnic groups. Between 2003 and 2005, the percentage of Hispanic

students who reported having been in a fi ght anywhere increased from 36 to 41 percent.

During the same period, the percentage of Asian students who reported having been in a

fi ght on school property declined from 13 to 6 percent.

In 2005, the percentage of students who reported being in a fi ght varied among states for which

data were available. Among states, the percentages ranged from 24 to 37 percent for being in a

fi ght anywhere, and from 8 to 16 percent for being in a fi ght on school property (table 12.2).



• • •


Tables 12.1 & 12.2

Eaton et al. 2006

Figure 12.1. Percentage of students in grades 9–12 who reported having been in a physical fi ght during the previous 12 months, by location and sex: Various years, 1993–2005

Fights, Weapons, and Illegal Substances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Figure 12.2. Percentage of students in grades 9–12 who reported having been in a physical fi ght during the previous 12 months, by location and grade: 2005

NOTE: “On school property” was not defi ned for survey respondents. The term “anywhere” is not used in the YRBS questionnaire; students are simply asked how many times in the last 12 months they had been in a physical fi ght. Population size from the Digest of Education Statistics, 2005 (NCES 2006-030) for students in grades 9–12 is 16,286,000 (projected) in 2005.

SOURCE: Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Youth Risk Behavior Sur-veillance System (YRBSS), 2005.

NOTE: “On school property” was not defi ned for survey respondents. The term “anywhere” is not used in the YRBS questionnaire; students are simply asked how many times in the last 12 months they had been in a physical fi ght. Population sizes from the Digest of Education Statistics, 2005 (NCES 2006-030) for students in grades 9–12 are 13,093,000 students in 1993;

13,697,000 in 1995; 14,272,000 in 1997; 14,623,000 in 1999; 15,061,000 in 2001; 15,723,000 in 2003; and 16,286,000 (projected) in 2005.SOURCE: Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Youth Risk Behavior Sur-veillance System (YRBSS), various years, 1993–2005.

Percent

Anywhere On school property

2001 2003 20051999199719951993

Year

0

20

40

60

80

100Percent

2001 2003 20051999199719951993

Year

MaleTotal

Female

0

20

40

60

80

100

AnywhereLocation

0

20

40

80

60

100

Percent

On school property

9th gradeTotal 11th grade 12th grade10th grade

43

32 2919

10 9

36 37

14 14


STUDENTS CARRYING WEAPONS ON SCHOOL PROPERTY AND ANYWHERE

There was no measurable change in the percentage of students who carried a weapon at school between 1999 and 2005: about 6 percent did so in both years.

Indicator

13

The presence of weapons at school may interfere with teaching and learning by creating an

intimidating and threatening atmosphere (Aspy et al. 2004). In the Youth Risk Behavior Sur-

vey, students were asked if they had carried a weapon such as a gun, knife, or club in the

past 30 days (referred to as “anywhere” in this report) or had carried one of these weapons

on school property in the past 30 days. In 2005, some 19 percent of students in grades 9–12

reported they had carried a weapon anywhere, and about 6 percent reported they had car-

ried a weapon on school property (table 13.1).

The percentage of students who reported carrying a weapon anywhere declined from 22

to 18 percent between 1993 and 1997. However, subsequently, there was no measurable

change in the percentage of students who reported carrying a weapon anywhere. Similar

to the pattern for carrying a weapon anywhere, between 1993 and 1999, the percentage of

students who reported carrying a weapon at school declined from 12 to 7 percent. How-

ever, there was no measurable change in the percentage of students who carried a weapon

at school between 1999 and 2005.

When looking at the characteristics of students who reported carrying weapons, males were

more than two times more likely than females to carry a weapon—either anywhere or on

school property—in all survey years (fi gure 13.1 and table 13.1). In 2005, for example, some

10 percent of males carried a weapon on school property, compared with 3 percent of females,

and 30 percent of males carried a weapon anywhere, compared with 7 percent of females.

In 2005, few differences were detected in the percentage of students who reported carrying

weapons anywhere and on school property according to students’ race/ethnicity (fi gure 13.2

and table 13.1). Asian students were less likely than students from all other racial/ethnic

groups, except Pacifi c Islanders,21 to report carrying a weapon anywhere, but no measur-

able differences were detected among Black, White, and Hispanic students. Asian students

were also less likely than students from all other racial/ethnic groups, except for Blacks,

to report carrying a weapon on school property, but no differences were detected among

Black, White, and American Indian students. Hispanic students were more likely than Black

students to report carrying a weapon during the previous 30 days on school property in

2005 (8 vs. 5 percent). Between 2003 and 2005, the percentage of Hispanic students who

reported doing so increased from 6 to 8 percent.

In 2005, the percentage of students who reported carrying a weapon varied among states

for which data were available. Among states, the percentages ranged from 11 to 28 percent

for carrying a weapon anywhere, and from 4 to 11 percent for carrying a weapon on school

property (table 13.2).



• • •


Tables 13.1 & 13.2

Eaton et al. 2006

21 No observed measurable differences may be due to large standard errors.

Figure 13.1. Percentage of students in grades 9–12 who reported carrying a weapon at least 1 day during the previous 30 days, by location and sex: Various years, 1993–2005


Figure 13.2. Percentage of students in grades 9–12 who reported carrying a weapon at least 1 day during the previous 30 days, by location and race/ethnicity: 2005

! Interpret data with caution.1 American Indian includes Alaska Native, Black includes African American, Pacifi c Islander includes Native Hawaiian, and Hispanic includes Latino. Respondents who identifi ed themselves as being of Hispanic origin are clas-sifi ed as Hispanic, regardless of their race.

NOTE: “On school property” was not defi ned for survey respondents. The term “anywhere” is not used in the YRBS questionnaire; students are simply asked how many days they carried a weapon during the past 30 days. Popu-lation size from the Digest of Education Statistics, 2005 (NCES 2006-030) for students in grades 9–12 is 16,286,000 (projected) in 2005.SOURCE: Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Youth Risk Behavior Sur-veillance System (YRBSS), 2005.

NOTE: “On school property” was not defi ned for survey respondents. The term “anywhere” is not used in the YRBS questionnaire; students are simply asked how many days they carried a weapon during the past 30 days. Popu-lation sizes from the Digest of Education Statistics, 2005 (NCES 2006-030) for students in grades 9–12 are 13,093,000 students in 1993; 13,697,000

in 1995; 14,272,000 in 1997; 14,623,000 in 1999; 15,061,000 in 2001; 15,723,000 in 2003; and 16,286,000 (projected) in 2005.SOURCE: Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Youth Risk Behavior Sur-veillance System (YRBSS), various years, 1993–2005.

Percent


2001 2003 20051999199719951993

Year

0

10

20

30

40

50Percent

2001 2003 20051999199719951993

Year

MaleTotal

Female

0

10

20

30

40

50

0 10 20 30 40 50Percent


0 10 20 30 40 50Percent

More than one race

Pacific Islander

American Indian

Asian

Hispanic

Black

White

Total

More than one race

Pacific Islander

American Indian

Asian

Hispanic

Black

White

Total

Race/ethnicity1 Race/ethnicity1

27

20!

26

7

19

16

19

19

12

15!

7

3!

8

5

6

6


STUDENTS’ USE OF ALCOHOL ON SCHOOL PROPERTY AND ANYWHERE

In 2005, some 43 percent of students in grades 9–12 had at least one drink of alcohol anywhere, and 4 percent had at least one drink on school property in the 30 days before being surveyed.

Indicator

14

Students’ illegal consumption of alcohol on school property may lead to additional crimes

and misbehavior. It may also foster a school environment that is harmful to students, teach-

ers, and staff (Fagan and Wilkinson 1998). In the Youth Risk Behavior Survey, students in

grades 9–12 were asked whether they had consumed alcohol at all in the past 30 days (re-

ferred to as “anywhere” in this report) and if they had consumed alcohol on school proper-

ty. In 2005, some 43 percent of students consumed at least one drink of alcohol anywhere,

and 4 percent consumed at least one drink on school property (table 14.1). The percentage

of students who reported drinking alcohol anywhere increased from 48 to 52 percent be-

tween 1993 and 1995 and then declined to 43 percent in 2005. No consistent pattern was

detected in the percentage of students who reported consuming alcohol on school property

between 1993 and 2005: over these years, the percentage fl uctuated from 4 to 6 percent.

The likelihood of drinking alcohol varied by student characteristics including sex, grade

level, and race/ethnicity. In 2005, males were more likely than females to report using al-

cohol on school property (5 vs. 3 percent), a difference not found in the percentage who

reported drinking anywhere (fi gure 14.1 and table 14.1). In 2005, students in higher grades

were more likely to report drinking alcohol anywhere than were students in lower grades.

For example, 51 percent of 12th-graders reported using alcohol, compared with 36 percent

of 9th-graders (fi gure 14.2 and table 14.1). However, no measurable difference was found

across grade levels in students’ likelihood of drinking alcohol on school property.

In 2005, Asian and Black students were less likely to report using alcohol anywhere than

were American Indian, White, or Hispanic students. Twenty-two percent of Asian students

and 31 percent of Black students reported using alcohol anywhere, compared with 46

percent of White students, 47 percent of Hispanic students, and 57 percent of American

Indian students. In the same year, Hispanic students (8 percent) were more likely to use

alcohol on school property than were White, Black, or Asian students (4, 3, and 1 percent,

respectively).

In 2005, the percentage of students who reported drinking alcohol varied among states for

which data were available. Among states, the percentages ranged from 16 to 49 percent for

drinking alcohol anywhere, and from 2 to 9 percent for drinking alcohol on school property

(table 14.2).



• • •


Tables 14.1 & 14.2

Eaton et al. 2006

Figure 14.1. Percentage of students in grades 9–12 who reported using alcohol during the previous 30 days, by location and sex: Various years, 1993–2005


Figure 14.2. Percentage of students in grades 9–12 who reported using alcohol during the previous 30 days, by location and grade: 2005

NOTE: “On school property” was not defi ned for survey respondents. The term “anywhere” is not used in the YRBS questionnaire; students are simply asked how many days did they have at least one drink of alcohol during the past 30 days. Population size from the Digest of Education Statistics, 2005 (NCES 2006-030) for students in grades 9–12 is 16,286,000 (projected) in 2005.


NOTE: “On school property” was not defi ned for survey respondents. The term “anywhere” is not used in the YRBS questionnaire; students are simply asked how many days did they have at least one drink of alcohol during the past 30 days. Population sizes from the Digest of Education Statistics, 2005 (NCES 2006-030) for students in grades 9–12 are 13,093,000 students in 1993;

13,697,000 in 1995; 14,272,000 in 1997; 14,623,000 in 1999; 15,061,000 in 2001; 15,723,000 in 2003; and 16,286,000 (projected) in 2005.SOURCE: Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Youth Risk Behavior Sur-veillance System (YRBSS), various years, 1993–2005.

Percent


2001 2003 20051999199719951993

Year

0

20

40

60

80

100Percent

2001 2003 20051999199719951993

Year

MaleTotal

Female

0

20

40

60

80

100

AnywhereLocation

0

20

40

80

60

100

Percent

On school property


3646

51

4 4 5

43 42

4 4


STUDENTS’ USE OF MARIJUANA ON SCHOOL PROPERTY AND ANYWHERE

In 2005, some 20 percent of students in grades 9–12 reported using marijuana anywhere during the past 30 days, and 5 percent reported using marijuana on school property.

Indicator

15

In the Youth Risk Behavior Survey, students in grades 9–12 were asked whether they had

used marijuana at all during the past 30 days (referred to as “anywhere” in this report) and

whether they had used marijuana on school property during this period. In 2005, some 20

percent of students in grades 9–12 reported using marijuana anywhere during the past 30

days, and 5 percent reported using marijuana on school property (table 15.1).

The percentage of students who reported using marijuana anywhere increased between

1993 and 1995 (from 18 to 25 percent), and in 1995, 1997, and 1999, roughly one-quar-

ter of students reported using marijuana anywhere (between 25 and 27 percent). By 2005,

however, the percentage of students who reported using marijuana anywhere had declined

to 20 percent. The percentage of students who reported using marijuana on school property

increased from 6 to 9 percent between 1993 and 1995 and then declined to 5 percent in

2001. No measurable change was found in the percentage of students who reported using

marijuana during the past 30 days on school property between 2001 and 2005.

Both students’ sex and grade level were associated with the use of marijuana among those

in grades 9–12. Males were more likely than females to have reported using marijuana

during the past 30 days in every survey year, both anywhere and on school property (fi g-

ure 15.1 and table 15.1). For example, in 2005, some 6 percent of males and 3 percent of

females reported using marijuana on school property. In that same year, 9th-grade students

were less likely than 11th- and 12th-grade students to report using marijuana anywhere (fi g-

ure 15.2 and table 15.1). While it appears that 9th-grade students were slightly more likely

to report using marijuana on school property than were their peers in other grades, no mea-

surable differences were detected in student reports of using marijuana on school property

by grade level.

In 2005, Asian students were less likely than students from other racial/ethnic groups, ex-

cept Pacifi c Islander students, to report using marijuana anywhere (7 vs. 17–30 percent of

students in other racial/ethnic groups). American Indian students were more likely than stu-

dents from other racial/ethnic groups, except Hispanic students, to report using marijuana

anywhere (30 vs. 7–20 percent of students in other racial/ethnic groups). At school, Hispan-

ic students (8 percent) and American Indian students (9 percent) were more likely to report

using marijuana than were White or Black students (4 and 5 percent, respectively).

In 2005, the percentage of students who reported using marijuana varied among states for

which data were available. Among states, the percentages ranged from 8 to 26 percent for

using marijuana anywhere, and from 2 to 8 percent for using it on school property (table

15.2).



• • •


Tables 15.1 & 15.2

Eaton et al. 2006

Figure 15.1. Percentage of students in grades 9–12 who reported using marijuana during the previous 30 days, by location and sex: Various years, 1993–2005


Figure 15.2. Percentage of students in grades 9–12 who reported using marijuana during the previous 30 days, by location and grade: 2005

NOTE: “On school property” was not defi ned for survey respondents. The term “anywhere” is not used in the YRBS questionnaire; students are simply asked how many times during the past 30 days they used marijuana. Popula-tion size from the Digest of Education Statistics, 2005 (NCES 2006-030) for students in grades 9–12 is 16,286,000 (projected) in 2005.


NOTE: “On school property” was not defi ned for survey respondents. The term “anywhere” is not used in the YRBS questionnaire; students are simply asked how many times during the past 30 days they used marijuana. Popu-lation sizes from the Digest of Education Statistics, 2005 (NCES 2006-030) for students in grades 9–12 are 13,093,000 students in 1993; 13,697,000

in 1995; 14,272,000 in 1997; 14,623,000 in 1999; 15,061,000 in 2001; 15,723,000 in 2003; and 16,286,000 (projected) in 2005.SOURCE: Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Youth Risk Behavior Sur-veillance System (YRBSS), various years, 1993–2005.

Percent


2001 2003 20051999199719951993

Year

0

10

20

30

40

50Percent

2001 2003 20051999199719951993

Year

MaleTotal

Female

0

10

20

30

40

50

AnywhereLocation

0

10

20

40

30

50

Percent

On school property


1721 23

5 4 4

20 20

5 5


FEAR ANDAVOIDANCE


STUDENTS’ PERCEPTIONS OF PERSONAL SAFETY AT SCHOOL AND AWAY FROM SCHOOL

In 2005, as grade level increased, the percentage of students reporting fear of an attack at school or on the way to and from school decreased.

Indicator

16

School violence can make students fearful and affect their readiness and ability to learn, and concerns about vulnerability to attacks detract from a positive school environment (Scheck-ner et al. 2002). In the School Crime Supplement22 to the National Crime Victimization Sur-vey, students ages 12–18 were asked how often they had been afraid of attack “at school or on the way to and from school” and “away from school” during the previous 6 months.23

In 2005, approximately 6 percent of students ages 12–18 reported that they were afraid of attack or harm at school, and 5 percent reported that they were afraid of attack or harm away from school. There was no measurable change between 2003 and 2005 in the per-centage of students reporting fear of attack or harm at or away from school (fi gure 16.1 and table 16.1). Consistent with fi ndings from 1999 and 2001, students in 2005 were more likely to report being afraid of an attack at school than away from school. The percentage of students who reported that they were afraid of being attacked at school (including on the way to and from school) decreased from 12 to 6 percent between 1995 and 2001; however, no measurable difference was detected between 2001 and 2005. Similarly, there was no change in the percentage of students who feared such an attack away from school between 1999 and 2005.

Black and Hispanic students were more likely than White students to fear for their safety re-gardless of location in 2005 (fi gure 16.2 and table 16.1). Nine percent of Black students and 10 percent of Hispanic students reported that they were afraid of being attacked at school (including on the way to and from school), compared with 4 percent of White students. Away from school, 7 percent of Black students, 6 percent of Hispanic students, and 4 per-cent of White students reported that they were afraid of an attack. There was no measurable change between 2003 and 2005 in the percentage of students who feared for their safety in either location among White, Black, or Hispanic students.

In 2005, as grade level increased, students’ fear of an attack at school or on the way to and from school decreased. In the same year, 10 percent of 6th-graders, 6 percent of 9th-graders, and 3 percent of 12th-graders feared for their safety at school or on the way to and from school.

School location was also related to students’ fear of attack. In 2005, students in urban schools were more likely than students in suburban and rural schools to fear being attacked at school or on the way to and from school. Ten percent of students in urban schools feared being at-tacked at school, compared with 5 percent each of their peers in suburban and rural schools.

School sector was also related to students’ fear of attack. In every survey year, students in public schools were more likely than students in private schools to fear being attacked at school. In 2005, about 6 percent of public school students feared being attacked at school, compared with 4 percent of private school students. While it appears that the public school students were generally more likely than their counterparts in private schools to fear being attacked away from school, these differences were not found to be statistically signifi cant.



• • •


Table 16.1

Addington et al. 2002 22 In 2005, the unit response rate for this survey did not meet NCES statistical standards; therefore, interpret

the data with caution. For more information, please see appendix A.23 For the 2001 survey, the wording was changed to “attack or threat of attack.” Includes students who report-ed that they sometimes or most of the time feared being victimized in this way.

Figure 16.1. Percentage of students ages 12–18 who reported being afraid of attack or harm during the previous 6 months, by location: Various years, 1995–2005

Figure 16.2. Percentage of students ages 12–18 who reported being afraid of attack or harm during the previous 6 months, by location and race/ethnicity: 2005

Fear and Avoidance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

! Interpret data with caution.1 Other includes American Indian, Alaska Native, Asian or Pacifi c Islander, and more than one race. For this report, non-Hispanic students who identi-fi ed themselves as more than one race were included in the Other category. Respondents who identifi ed themselves as being of Hispanic origin are clas-sifi ed as Hispanic, regardless of their race.NOTE: “At school” includes the school building, on school property, on a school bus, or going to and from school. Includes students who reported

that they sometimes or most of the time feared being victimized in this way. In 2005, the unit response rate for this survey did not meet NCES statistical standards; therefore, interpret the data with caution. For more informa-tion, please see appendix A. Population size for students ages 12–18 is 25,811,000 in 2005.SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS) to the National Crime Victimization Survey, 2005.

NOTE: “At school” includes the school building, on school property, on a school bus, and, from 2001 onward, going to and from school. For the 2001 survey, the wording was changed from “attack or harm” to “attack or threat of attack.” Includes students who reported that they sometimes or most of the time feared being victimized in this way. Fear of attack away from school was not collected in 1995. In 2005, the unit response rate for this survey did not meet NCES statistical standards; therefore, interpret the data with cau-

tion. For more information, please see appendix A. Population sizes for stu-dents ages 12–18 are 23,325,000 in 1995; 24,614,000 in 1999; 24,315,000 in 2001; 25,684,000 in 2003; and 25,811,000 in 2005.SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS) to the National Crime Victimization Survey, various years, 1995–2005.

At school Away from school

Year

Percent

2001 2003 200519991995 2001 2003 20051999

Year

Percent

0

5

10

15

20

25

0

5

10

15

20

25

At schoolLocation

0

5

10

20

15

25

Percent

Away from school

WhiteTotal Hispanic1 Other1Black

4

10

64

6 6!6

9

57


In 2005, some 6 percent of students ages 12–18 reported that they avoided school activities or one or more places in school because they thought someone might attack or harm them.

Indicator

17

School crime may lead students to perceive school as unsafe, and in trying to ensure their

own safety, students may begin to skip school activities or avoid certain places within school

(Schreck and Miller 2003). The percentage of students who avoid school activities and cer-

tain areas in school is a measure of their perceptions of school safety. In the School Crime

Supplement24 to the National Crime Victimization Survey, students ages 12–18 were asked

whether they had avoided school activities or one or more places in school because they

were fearful that someone might attack or harm them.25 In 2005, some 6 percent of students

reported that they had avoided a school activity or one or more places in school in the pre-

vious 6 months because of fear of attack or harm: 2 percent of students avoided a school

activity, and 4 percent avoided one or more places in school26 (fi gure 17.1 and table 17.1).

The percentage of students ages 12–18 who reported that they avoided school activities be-

cause they thought someone might attack or harm them there decreased from 3 to 2 percent

between 1999 and 2001 and remained at about 2 percent through 2005 (fi gure 17.1 and

table 17.1). Between 4 and 5 percent of students reported avoiding one or more places in

school during the same period.

Students’ reports of avoiding one or more places in school varied according to their race/eth-

nicity. In 2005, Black and Hispanic students (7 and 6 percent, respectively) were more likely

than White students or those from some Other racial/ethnic background (4 and 3 percent, re-

spectively) to report avoiding one or more places in school because they were afraid some-

one might attack or harm them (table 17.2). As in all previous survey years, no measurable

difference was detected in the extent to which males and females avoided places in 2005.

Generally, grade level was inversely associated with students’ likelihood of avoiding one or

more places in school. Eight percent of 6th-graders avoided one or more places in school in

2005, compared with 1 percent of 12th-graders (fi gure 17.2 and table 17.2).

Consistent with most previous years, students in urban areas in 2005 were the most likely

to avoid places in school: 6 percent of urban students reported that they had done so, com-

pared with 4 percent of suburban and rural students. In addition, public school students

were more likely than private school students to avoid places in school (5 vs. 1 percent).



• • •


Tables 17.1 & 17.2


STUDENTS’ REPORTS OF AVOIDING SCHOOL ACTIVITIES OR SPECIFIC PLACES IN SCHOOL

24 In 2005, the unit response rate for this survey did not meet NCES statistical standards; therefore, interpret the data with caution. For more information, please see appendix A.25 For the 2001 survey, the wording was changed from “attack or harm” to “attack or threat of attack.” See ap-pendix A for more information.26 Avoided a school activity includes avoiding extracurricular activities, skipping class, or staying home from school. Places include the entrance, any hallways or stairs, parts of the cafeteria, restrooms, and other places inside the school building.

Figure 17.1. Percentage of students ages 12–18 who reported avoiding school activities or one or more places in school during the previous 6 months because of fear of attack or harm: Various years, 1995–2005

Figure 17.2. Percentage of students ages 12–18 who reported avoiding one or more places in school during the previous 6 months because of fear of attack or harm, by selected student and school characteristics: 2005

Fear and Avoidance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

! Interpret data with caution.NOTE: Places include the entrance, any hallways or stairs, parts of the caf-eteria, restrooms, and other places inside the school building. In 2005, the unit response rate for this survey did not meet NCES statistical standards;

therefore, interpret the data with caution. For more information, please see appendix A. Population size for students ages 12–18 is 25,811,000 in 2005.SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS) to the National Crime Victimization Survey, 2005.

1 Data for 1995 are not available.NOTE: “Avoided school activities” includes skipped extracurricular activi-ties, skipped class, or stayed home from school, and “avoided one or more places in school” includes the entrance, any hallways or stairs, parts of the cafeteria, restrooms, and other places inside the school building. For the 2001 survey, the wording was changed from “attack or harm” to “attack or threat of attack.” In 2005, the unit response rate for this survey did not meet

NCES statistical standards; therefore, interpret the data with caution. For more information, please see appendix A. Population sizes for students ages 12–18 are 23,325,000 in 1995; 24,614,000 in 1999; 24,315,000 in 2001; 25,684,000 in 2003; and 25,811,000 in 2005.SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS) to the National Crime Victimization Survey, various years, 1995–2005.

Year

Percent

2001 2003 2005199919950

5

10

15

20

25

Avoided one or more places in school

Avoided school activities1

Total1

86 6

4 5 4 3 4

1!

54

1!

4

Public Private

SectorGrade

Student or school characteristic

12th11th10th9th8th7th6thTotal0

5

10

15

25

20

Percent

Urban Sub-urban

Rural

Urbanicity


DISCIPLINE,SAFETY,

AND SECURITYMEASURES


SERIOUS DISCIPLINARY ACTIONS TAKEN BY PUBLIC SCHOOLS

About 46 percent of public schools (approximately 36,800 schools) took a serious disciplinary action against a student for specifi c offenses during the 2003–04 school year. Of those disciplinary actions, 74 percent were suspensions lasting 5 days or more, 5 percent were removals with no services (i.e., expulsions), and 21 percent were transfers to specialized schools.

Indicator

18

Removing a student from school because of behavior problems stemming from crime and

violence has a serious impact on the instruction of students. In the School Survey on Crime

and Safety, public school offi cials were asked to report the number of disciplinary actions

their schools took against students for specifi c offenses during the 2003–04 school year.

About 46 percent of public schools took at least one serious disciplinary action against

a student—including suspensions lasting 5 days or more, removals with no services (i.e.,

expulsions), and transfers to specialized schools—for specifi c offenses during the 2003–04

school year (table 18.1). The offenses included physical attacks or fi ghts; insubordination;

distribution, possession, or use of alcohol; distribution, possession, or use of illegal drugs;

use or possession of a weapon other than a fi rearm; and use or possession of a fi rearm or

explosive device. Altogether, about 655,700 serious disciplinary actions were taken against

students for these offenses in 2003–04. Of those actions, 74 percent were suspensions for 5

days or more, 5 percent were removals with no services, and 21 percent were transfers to

specialized schools (fi gure 18.1 and table 18.1).

Four percent of all public schools took one or more serious disciplinary actions in response

to students’ use or possession of a fi rearm or explosive device (fi gure 18.2 and table 18.1).

Students’ use or possession of weapons other than fi rearms resulted in at least one serious

disciplinary action in 17 percent of schools. Thirty-two percent of public schools took at

least one serious disciplinary action for a physical attack or fi ght, and 22 percent responded

to insubordination with a serious disciplinary action. Nine percent of all public schools took

one or more serious disciplinary actions for students’ distribution, possession, or use of al-

cohol, and 21 percent did so for the distribution, possession, or use of illegal drugs.


data.

• • •


Table 18.1

Miller 2003 revised

Figure 18.1. Percentage distribution of serious disciplinary actions taken by public schools for specifi c offenses, by type of action: 2003–04

Figure 18.2. Percentage of public schools that took a serious disciplinary action for specifi c offenses, by type of offense: 2003–04

Discipline, Safety, and Security Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

1 Physical attacks or fi ghts were defi ned for respondents as “an actual and intentional touching or striking of another person against his or her will, or the intentional causing of bodily harm to an individual.”2 Insubordination was defi ned for respondents as “a deliberate and inexcus-able defi ance of or refusal to obey a school rule, authority, or a reasonable order. It includes but is not limited to direct defi ance of school authority, failure to attend assigned detention or on-campus supervision, failure to re-spond to a call slip, and physical or verbal intimidation or abuse.”3 A weapon was defi ned for respondents as “any instrument or object used with the intent to threaten, injure, or kill. Includes look-alikes if they are used to threaten others.”4 A fi rearm or explosive device was defi ned for respondents as “any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets,

missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage.”NOTE: Either school principals or the person most knowledgeable about dis-cipline issues at school completed the SSOCS questionnaire. Serious disci-plinary actions include removals with no continuing services for at least the remainder of the school year, transfers to specialized schools for disciplinary reasons, and out-of-school suspensions lasting 5 or more days, but less than the remainder of the school year. Respondents were instructed to respond only for those times that were during normal school hours or when school activities or events were in session, unless the survey specifi ed otherwise. Population size is 80,500 public schools.SOURCE: U.S. Department of Education, National Center for Education Sta-tistics, School Survey on Crime and Safety (SSOCS), 2004.

1 A specialized school was defi ned for respondents as “a school that is spe-cifi cally for students who were referred for disciplinary reasons. The school may also have students who were referred for other reasons. The school may be at the same location as your school.”NOTE: Either school principals or the person most knowledgeable about discipline issues at school completed the SSOCS questionnaire. Serious disciplinary actions include removals with no continuing services for at least the remainder of the school year, transfers to specialized schools for

disciplinary reasons, and out-of-school suspensions lasting 5 or more days, but less than the remainder of the school year. Respondents were instructed to respond only for those times that were during normal school hours or when school activities or events were in session, unless the survey specifi ed otherwise. Population size is 80,500 public schools. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Sta-tistics, School Survey on Crime and Safety (SSOCS), 2004.

Removals withno services forremainder ofschool year

Out-of-schoolsuspensionslasting 5 daysor more

Transfers tospecialized schools1

5%

21%

74%

Type of offense

0 10 20 30 40 50Percent

Use or possession of a firearm/explosive device4

Use or possession of a weapon other than a firearm3, 4

Distribution, possession, or use of alcohol

Insubordination2

Distribution, possession, or use of illegal drugs

17

4

21

9

22

32Physical attacks or fights1



data.

• • •


Table 19.1

Appendix Bfor defi nitions of school levels and

urbanicity

U.S. Department of Education

2004

SAFETY AND SECURITY MEASURES TAKEN BY PUBLIC SCHOOLS

In the 2003–04 school year, 28 percent of primary schools, 42 percent of middle schools, and 60 percent of high schools used one or more security cameras to monitor the school.

Indicator

19

Public schools use a variety of practices and procedures intended to promote the safety of

students and staff. This indicator provides information on what types of safety and security

measures schools use and how frequently they use them. In the School Survey on Crime

and Safety, public school offi cials were asked about their school’s use of such measures and

procedures during the 2003–04 school year. Certain practices, such as locked or monitored

doors or gates, are intended to limit or control access to school campuses, while others,

such as metal detectors, security cameras, and drug sweeps, are intended to monitor or re-

strict students’ and visitors’ behavior on campus.

In the 2003–04 school year, some 83 percent of public schools controlled access to school

buildings by locking or monitoring doors during school hours, and 36 percent controlled

access to school grounds with locked or monitored gates (table 19.1). Nearly all public

schools required visitors to sign or check in when entering the school building (98 percent),

while few schools required either students or visitors to pass through metal detectors daily

(1 percent each).

The use of security measures varied by school level. Primary schools were generally less

likely than middle schools, and middle schools generally less likely than high schools, to

report using most of these measures. About 48 percent of public schools required faculty

and staff to wear badges or picture IDs, compared with 6 percent of schools that required

students to do so (3 percent of primary schools, 11 percent of middle schools, and 16 per-

cent of high schools; fi gure 19.1 and table 19.1). Six percent of public schools required

clear book bags or banned book bags altogether, but the use of this specifi c practice also

varied by school level, with 3 percent of primary schools, 13 percent of middle schools, and

9 percent of high schools using it. In the 2003–04 school year, some 28 percent of primary

schools, 42 percent of middle schools, and 60 percent of secondary schools used one or

more security cameras to monitor the school. About 13 percent of high schools reported

performing one or more random metal detector checks on students, 59 percent reported us-

ing one or more random dog sniffs to check for drugs, and 28 percent reported performing

one or more random sweeps for contraband, not including dog sniffs. In comparison, be-

tween 3 and 5 percent of primary schools reported using these security measures.

The use of these practices also varied by school size, location, and other school character-

istics. For example, in 2003–04, schools with enrollments of 1,000 students or more were

more likely than schools with smaller enrollments to use random dog sniffs to check for

drugs (40 vs. 16–21 percent), random sweeps for contraband (24 vs. 8–14 percent), and se-

curity cameras to monitor the school (55 vs. 26–37 percent; table 19.1).


Figure 19.1. Percentage of public schools that used selected safety and security measures, by school level: 2003–04

! Interpret data with caution.‡ Reporting standards not met.1 For example, drugs or weapons.NOTE: Either school principals or the person most knowledgeable about dis-cipline issues at school completed the SSOCS questionnaire. Primary schools are defi ned 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 defi ned as schools in which the lowest grade is not lower than grade 4 and the high-

est grade is not higher than grade 9. High schools are defi ned as schools in which the lowest grade is not lower than grade 9. Combined schools include all other combinations of grades, including K–12 schools. Respondents were instructed to respond only for those times that were during normal school hours or when school activities or events were in session, unless the survey specifi ed otherwise. Population size is 80,500 public schools.SOURCE: U.S. Department of Education, National Center for Education Sta-tistics, School Survey on Crime and Safety (SSOCS), 2004.

Measure

0 20 40 60 80 100

Percent

PrimaryTotal

High schoolCombined

Middle

Require faculty andstaff to wear badges

or picture IDs

Require students to wearbadges or picture IDs

Use one or moresecurity cameras tomonitor the school

Require clear book bagsor ban book bags

on school grounds

Perform one or more randomsweeps for contraband1

not including dog sniffs

Use one or morerandom dog sniffsto check for drugs

Perform one or morerandom metal detector

checks on students

6

21

3

5

10

40

13

59

‡

44

135

2428

23

63

1399!

3628

4260

39

63

1116

7

4852

5041

27




• • •


Table 20.1


STUDENTS’ REPORTS OF SAFETY AND SECURITY MEASURES OBSERVED AT SCHOOL

The percentage of students who observed the use of security cameras at their schools increased from 39 to 58 percent between 2001 and 2005.

Indicator

20

Schools use a variety of measures to promote the safety of students, ranging from codes of

student conduct to metal detectors. However, research suggests that aggressive use of some

security measures in schools can alienate students, increase distrust and misbehavior among

students, and disrupt the school environment by interfering with learning (Beger 2003). In

the School Crime Supplement27 to the National Crime Victimization Survey, students ages

12–18 were asked whether their school used certain security measures.28 Security measures

include metal detectors, locker checks, security cameras, security guards or police offi cers,

adult supervision in hallways, badges or picture identifi cation for students, a code of student

conduct, locked entrance or exit doors during the day, and a requirement that visitors sign

in. In 2005, nearly all (99 percent) students ages 12–18 observed the use of at least one of

the selected security measures at their school (table 20.1).

In 2005, the vast majority of students ages 12–18 reported that their school had a student

code of conduct (95 percent) and a requirement that visitors sign in (93 percent; fi gure 20.1

and table 20.1). Ninety percent of students reported observing school staff or other adult

supervision in the hallway, and 68 percent reported the presence of security guards and/or

assigned police offi cers. Between 53 and 58 percent of students reported locker checks,

locked entrance or exit doors during the day, and security cameras at their schools. One-

quarter of students reported that badges or picture identifi cation were required. Metal de-

tectors were the least observed of the selected safety and security measures: 11 percent of

students reported the use of metal detectors at their school.

The percentage of students reporting the presence of many of the selected security measures

increased between 2001 and 2005 (fi gure 20.1 and table 20.1). For example, the percentage

of students who observed the use of security cameras at their schools increased from 39 to

58 percent during this period, and the percentage who reported that stude ts were required

to wear badges or picture identifi cation increased from 21 to 25 percent. Between 1999 and

2005, there was also an increase in the percentage of students observing locked entrance or

exit doors during the day (from 38 to 54 percent), the percentage reporting a visitor sign-in

requirement (from 87 to 93 percent), and the percentage reporting the presence of security

guards and/or assigned police offi cers (from 54 to 68 percent). No differences were detected

in the percentage of students reporting locker checks or a code of student conduct in their

schools across all survey years.

27 In 2005, the unit response rate for this survey did not meet NCES statistical standards; therefore, interpret the data with caution. For more information, please see appendix A.28 Readers should note that this indicator relies on student reports of security measures and provides estimates based on students’ awareness of the measure rather than on documented practice. See Indicator 19 for a sum-mary of the use of various security measures as reported by schools.


Figure 20.1. Percentage of students ages 12–18 who reported selected security measures at school: Various years, 1999–2005

1 Data for 1999 are not available.NOTE: “At school” includes the school building, on school property, on a school bus, and, from 2001 onward, going to and from school. In 2005, the unit response rate for this survey did not meet NCES statistical standards; therefore, interpret the data with caution. For more information, please see

appendix A. Population sizes for students ages 12–18 are 24,614,000 in 1999; 24,315,000 in 2001; 25,684,000 in 2003; and 25,811,000 in 2005.SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS) to the National Crime Victimization Survey, various years, 1999–2005.

Measure

0 20 40 60 80 100

Percent

20011999

20052003

A requirement thatvisitors sign in

Locked entrance or exitdoors during the day

A code of student conduct1

A requirement thatstudents wear badges

or picture identification1

Other school staff orother adult supervision

in the hallway

Security guards and/orassigned police officers

One or more securitycameras to monitor

the school1

Locker checks

Metal detectors

54

39

64

48

70

58

68

85889190

212325

991011

53545353

959595

3849

5354

87909293


REFERENCES

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Addington, L.A., Ruddy, S.A., Miller, A.K., and DeVoe, J.F. (2002). Are America’s Schools

Safe? Students Speak Out: 1999 School Crime Supplement (NCES 2002-331). U.S. De-

partment of Education. Washington, DC: National Center for Education Statistics.

Anderson, M., Kaufman, J., Simon, T., Barrios, L., Paulozzi, L., Ryan, G., Hammond, R.,

Modzeleski, W., Feucht, T., Potter, L., and the School-Associated Violent Deaths Study

Group. (2001). School-Associated Violent Deaths in the United States, 1994–1999.

Journal of the American Medical Association, 286: 2695–2702.

Aspy, C.B., Oman, R.F., Vesely, S.K., McLeroy, K., Rodine, S., and Marshall, L. (2004). Ado-

lescent Violence: The Protective Effects of Youth Assets. Journal of Counseling and De-

velopment, 82: 269–277.

Beauvais, F., Chavez, E., Oetting, E., Deffenbacher, J., and Cornell, G. (1996). Drug Use, Vi-

olence, and Victimization Among White American, Mexican American, and American

Indian Dropouts, Students With Academic Problems, and Students in Good Academic

Standing. Journal of Counseling Psychology, 43: 292–299.

Beger, R. (2003). The “Worst of Both Worlds”: School Security and the Disappearing Fourth

Amendment Rights of Students. Criminal Justice Review, 28: 336–354.

Brener, N.D., Kann, L., Kinchen, S.A., Grunbaum, J.A., Whalen, L., Eaton, D., Hawkins, J.,

and Ross, J.G. (2004). Methodology of the Youth Risk Behavior Surveillance System.

Morbidity and Mortality Weekly Report 2004, 53 (No. RR-12): 1–13.

Brener, N.D., Kann, L., and McManus, T. (2003). A Comparison of Two Survey Questions

on Race and Ethnicity Among High School Students. Public Opinion Quarterly, 67:

227–236.

Cantor, D., and Lynch, J.P. (2000). Self-Report Surveys as Measures of Crime and Criminal

Victimization. In D. Duffee (Ed.), Measurement and Analysis of Crime and Justice (pp.

85–138). Washington, DC: National Institute of Justice.

Catalano, S.M. (2006). Criminal Victimization, 2005 (NCJ 214644). U.S. Department of Jus-

tice. Washington, DC: Bureau of Justice Statistics.

Centers for Disease Control and Prevention. (2001). Temporal Variations in School-Associ-

ated Student Homicide and Suicide Events–United States, 1992–1999. Morbidity and

Mortality Weekly Report, 50(31): 657–660.

Crick, N.R., and Bigbee, M.A. (1998). Relational and Overt Forms of Peer Victimization: A

Multi-informant Approach. Journal of Consulting and Clinical Psychology, 66: 337–347.


Crick, N.R., and Grotpeter, J.K. (1996). Children’s Treatment by Peers: Victims of Relational

and Overt Aggression. Development and Psychopathology, 8: 367–380.

DeVoe, J.F., and Kaffenberger, S. (2005). Student Reports of Bullying: Results From the 2001

School Crime Supplement to the National Crime Victimization Survey (NCES 2005-

310). U.S. Department of Education. Washington, DC: National Center for Education

Statistics and Bureau of Justice Statistics.

DeVoe, J.F., Peter, K., Noonan, M., Snyder, T.D., and Baum, K. (2005). Indicators of School

Crime and Safety: 2005 (NCES 2006-001/NCJ 210697). U.S. Departments of Education

and Justice. Washington, DC: National Center for Education Statistics.

Eaton, D.K., Kann, L., Kinchen, S., Ross, J., Harris, W.A., Lowry, R., McManus, T., Chyen,

D., Shanklin, S., Lim, C., Grunbaum, J.A., Wechsler, H. (2006). Youth Risk Behavior

Surveillance—United States, 2005. In Surveillance Summaries (MMWR (No. SS-5)). At-

lanta, GA: Centers for Disease Control and Prevention.

Elliott, D.S., Hamburg, B.A., and Williams, K.R. (1998). Violence in American Schools: An

Overview. In D.S. Elliott, B.A. Hamburg, and K.R. Williams (Eds.), Violence in American

Schools (pp. 3–18). New York: Cambridge University Press.

Fagan, J., and Wilkinson, D.L. (1998). Social Contexts and Functions of Adolescent Vio-

lence. In D.S. Elliott, B.A. Hamburg, and K.R. Williams (Eds.), Violence in American

Schools (pp. 55–93). New York: Cambridge University Press.

Henry, S. (2000). What Is School Violence? An Integrated Defi nition. Annals of the American

Academy of Political and Social Science, 567: 16–29.

Kachur, S.P., Stennies, G.M., Powell, K.E., Modzeleski, W., Stephens, R., Murphy, R., Kres-

now, M., Sleet, D., and Lowry, R. (1996). School-Associated Violent Deaths in the

United States, 1992 to 1994. Journal of the American Medical Association, 275: 1729–

1733.

Karcher, M. (2002). The Cycle of Violence and Disconnection Among Rural Middle School

Students: Teacher Disconnection as a Consequence of Violence. Journal of School Vio-

lence, 1: 35–51.

Kauffman, J., Modzeleski, W., Feucht, T., Simon, T.R., Anderson, M., Shaw, K., Arias, I., and

Barrios, L. (2004). School-Associated Suicides—United States, 1994–1999. Morbidity

and Mortality Weekly Report, 53(22): 476–478.

Laub, J.H., and Lauritsen, J.L. (1998). The Interdependence of School Violence With Neigh-

borhood and Family Conditions. In D.S. Elliott, B.A. Hamburg, and K.R. Williams (Eds.),

Violence in American Schools (pp. 127–155). New York: Cambridge University Press.

Miller, A. (2003 revised). Violence in U.S. Public Schools: 2000 School Survey on Crime and

Safety (NCES 2004-314). U.S. Department of Education. Washington, DC: National

Center for Education Statistics.

Nansel, T.R., Overpeck, M.D., Haynie, D.L., Ruan, W.J., and Scheidt, P.C. (2003). Relation-

ships Between Bullying and Violence Among U.S. Youth. Archives of Pediatric and Ado-

lescent Medicine, 157(4): 348–353.

Nansel, T.R., Overpeck, M., Pilla, R., Ruan, W., Simons-Morton, B., and Scheidt, P. (2001).

Bullying Behaviors Among U.S. Youth: Prevalence and Association With Psychosocial

Adjustment. Journal of the American Medical Association, 285: 2094–2100.

Nolin, M.J., Vaden-Kiernan, N., Feibus, M.L., and Chandler, K.A. (1997). Student Reports of

Availability, Peer Approval, and Use of Alcohol, Marijuana, and Other Drugs at School:

1993 (NCES 97-279). U.S. Department of Education. Washington, DC: National Center

for Education Statistics.

Payne, A.A., Gottfredson, D.C., and Gottfredson, G.D. (2003). Schools as Communities: The

Relationship Between Communal School Organization, Student Bonding, and School

Disorder. Criminology, 41: 749–778.

Prinstein, M.J., Boergers, J., and Vernberg, E.M. (2001). Overt and Relational Aggression

in Adolescents: Social-Psychological Adjustment of Aggressors and Victims. Journal of

Clinical Child Psychology, 30: 479–491.

Reza, A., Modzeleski, W., Feucht, T., Anderson, M., Simon, T.R., and Barrios, L. (2003).

Source of Firearms Used by Students in School-Associated Violent Deaths—United

States, 1992–1999. Morbidity and Mortality Weekly Report, 52(9): 169–172.

Ringwalt, C.L., Ennett, S., and Johnson, R. (2003). Factors Associated With Fidelity to Sub-

stance Use Prevention Curriculum Guides in the Nation’s Middle Schools. Health Edu-

cation & Behavior, 30: 375–391.

Scheckner, S., Rollins, S.A., Kaiser-Ulrey, C., and Wagner, R. (2002). School Violence in Children

and Adolescents: A Meta-Analysis of Effectiveness. Journal of School Violence, 1: 5–34.

Schreck, C.J., and Miller, J.M. (2003). Sources of Fear of Crime at School: What Is the Rela-

tive Contribution of Disorder, Individual Characteristics, and School Security? Journal of

School Violence, 2(4): 57–79.

Small, M., and Dressler-Tetrick, K. (2001). School Violence: An Overview. Juvenile Justice

VIII (I): 3–12. U.S. Department of Justice. Washington, DC: Offi ce of Justice Programs,

Offi ce of Juvenile Justice and Delinquency Prevention.

Storch, E.A., Nock, M.K., Masia-Warner, C., and Barlas, M.E. (2003). Peer Victimization and

Social-Psychological Adjustment in Hispanic and African-American Children. Journal of

Child & Family Studies, 12: 439–455.

Strizek, G.A., Pittsonberger, J.L., Riordan, K.E., Lyter, D.M., and Orlofsky, G.F. (2006). Char-

acteristics of Schools, Districts, Teachers, Principals, and School Libraries in the United

States: 2003–04 Schools and Staffi ng Survey (NCES 2006-313 Revised). U.S. Depart-

ment of Education. Washington, DC: National Center for Education Statistics.

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65


U.S. Department of Education, National Center for Education Statistics. (2004). Crime and

Safety in America’s Public Schools: Selected Findings From the School Survey on Crime

and Safety (NCES 2004-370). Washington, DC: U.S. Government Printing Offi ce.

U.S. Department of Education, National Center for Education Statistics. (2003). Digest of

Education Statistics, 2002 (NCES 2003-060). Washington, DC: U.S. Government Print-

ing Offi ce.

U.S. Department of Education, National Center for Education Statistics. (2006). Digest of

Education Statistics, 2005 (NCES 2006-030). Washington, DC: U.S. Government Print-

ing Offi ce.

U.S. Department of Education, National Center for Education Statistics. (forthcoming).

Digest of Education Statistics, 2006 (NCES 2007-017). Washington, DC: U.S. Govern-

ment Printing Offi ce.

U.S. Department of Justice, Federal Bureau of Investigation. (2006). Crime in the United

States 2005. Retrieved November 13, 2006, from http://www.fbi.gov/ucr/05cius/data/

table_01.html.

Wei, H., and Williams, J.H. (2004). Relationship Between Peer Victimization and School Ad-

justment in Sixth-Grade Students: Investigating Mediation Effects. Violence and Victims,

19: 557–571.

http://www.fbi.gov/ucr/05cius/data

SUPPLEMENTALTABLES

68 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Crime and Safety: 2006

Tabl

e 1.

1.—

Num

ber

of s

choo

l-as

soci

ated

vio

lent

dea

ths,

hom

icid

es, a

nd s

uici

des

of y

outh

age

s 5–

18, b

y lo

cati

on: 1

992–

2005

Tota

l stu

dent

,

staf

f, an

d no

nstu

dent

scho

ol-a

ssoc

iate

dH

omic

ides

Tota

lSu

icid

esTo

tal

Yea

rvi

olen

t dea

ths1

at s

choo

l2ho

mic

ides

3at

sch

ool2

suic

ides

4

1992

–93

5734

2,68

96

1,68

0

1993

–94

4829

2,87

97

1,72

3

1994

–95

4828

2,65

47

1,76

7

1995

–96

5332

2,51

26

1,72

5

1996

–97

4828

2,18

91

1,63

3

1997

–98

5734

2,05

66

1,62

6

1998

–99

4733

1,76

24

1,59

7

1999

–200

0536

131,

537

81,

415

2000

–015

3011

1,46

64

1,49

3

2001

–025

4016

1,46

86

1,40

0

2002

–035

3518

1,51

59

1,33

1

2003

–045

3519

1,43

73

1,28

520

04–0

5548

21—

7—

— N

ot a

vaila

ble.

1 Sc

hool

-ass

ocia

ted

viol

ent d

eath

s in

clud

e a

hom

icid

e, s

uici

de, l

egal

inte

rven

tion

(invo

lvin

g a

law

enf

orce

men

t offi

cer)

, or

unin

tent

iona

l fir

earm

-rel

ated

dea

th in

whi

ch th

e fa

tal i

njur

y

occu

rred

on

the

cam

pus

of a

func

tioni

ng e

lem

enta

ry o

r se

cond

ary

scho

ol in

the

Uni

ted

Stat

es, w

hile

the

vict

im w

as o

n th

e w

ay to

or

from

reg

ular

ses

sion

s at

sch

ool o

r w

hile

the

vict

im w

as

atte

ndin

g or

trav

elin

g to

or

from

an

offic

ial s

choo

l-sp

onso

red

even

t. V

ictim

s in

clud

e st

uden

ts, s

taff

mem

bers

, and

oth

ers

who

are

not

stu

dent

s, fr

om Ju

ly 1

, 199

2, th

roug

h Ju

ne 3

0, 2

005.

2 Y

outh

age

s 5–

18 fr

om Ju

ly 1

, 199

2, th

roug

h Ju

ne 3

0, 2

005.

3 Y

outh

age

s 5–

18 fr

om Ju

ly 1

, 199

2, th

roug

h Ju

ne 3

0, 2

004.

4 Y

outh

age

s 5–

18 in

the

cale

ndar

yea

r fr

om 1

992

to 2

003.

5 D

ata

are

prel

imin

ary

and

subj

ect t

o ch

ange

.

NO

TE: “

At s

choo

l” in

clud

es o

n sc

hool

pro

pert

y, o

n th

e w

ay to

or

from

reg

ular

ses

sion

s at

sch

ool,

and

whi

le a

ttend

ing

or tr

avel

ing

to o

r fr

om a

sch

ool-

spon

sore

d ev

ent.

SOU

RC

E: D

ata

on h

omic

ides

and

sui

cide

s of

you

th a

ges

5–18

at s

choo

l and

tota

l sch

ool-

asso

ciat

ed v

iole

nt d

eath

s ar

e fr

om th

e C

ente

rs fo

r D

isea

se C

ontr

ol a

nd P

reve

ntio

n (C

DC

), 19

92–2

005

Scho

ol-A

ssoc

iate

d V

iole

nt D

eath

s Su

rvei

llanc

e St

udy

(SA

VD

), pa

rtia

lly fu

nded

by

the

U.S

. Dep

artm

ent o

f Edu

catio

n, O

ffice

of S

afe

and

Dru

g-Fr

ee S

choo

ls, p

revi

ousl

y un

publ

ishe

d ta

bula

tion

(May

200

6); d

ata

on to

tal s

uici

des

of y

outh

age

s 5–

18 a

re fr

om th

e C

DC

, Nat

iona

l Cen

ter

for

Inju

ry P

reve

ntio

n an

d C

ontr

ol, W

eb-b

ased

Inju

ry S

tatis

tics

Que

ry a

nd

Rep

ortin

g Sy

stem

Fat

al (W

ISQ

AR

S™ F

atal

) 199

9–20

03, r

etri

eved

July

200

6 fr

om h

ttp://

ww

w.c

dc.g

ov/n

cipc

/wis

qars

; and

dat

a on

tota

l hom

icid

es o

f you

th a

ges

5–18

for

the

1992

–93

thro

ugh

2003

–04

scho

ol y

ears

are

from

the

Supp

lem

enta

ry H

omic

ide

Rep

orts

(SH

R) c

olle

cted

by

the

Fede

ral B

urea

u of

Inve

stig

atio

n an

d ta

bula

ted

by th

e B

urea

u of

Just

ice

Stat

istic

s, p

relim

inar

y da

ta (J

uly

2006

).

Hom

icid

es o

f you

th a

ges

5–18

Suic

ides

of y

outh

age

s 5–

18

Tabl

e 1.

1.

Num

ber

of s

choo

l-as

soci

ated

vio

lent

dea

ths,

hom

icid

es, a

nd s

uici

des

of y

outh

age

s 5–

18, b

y lo

cati

on: 1

992–

2005







Supplemental Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Tabl

e 1.

2.—

Num

ber

of s

choo

l-as

soci

ated

vio

lent

dea

ths

of s

tude

nts,

sta

ff, a

nd n

onst

uden

ts, b

y ty

pe: 1

992–

2005

Lega

lU

nint

entio

nal

Yea

rTo

tal1

Hom

icid

esSu

icid

esin

terv

entio

nsde

aths

1992

–93

5747

100

0

1993

–94

4838

100

0

1994

–95

4839

81

0

1995

–96

5346

61

0

1996

–97

4845

21

0

1997

–98

5747

91

0

1998

–99

4738

62

1

1999

–200

0236

2411

01

2000

–012

3024

51

0

2001

–022

4028

101

1

2002

–032

3525

100

0

2003

–042

3530

50

020

04–0

5248

379

20

1 Sc

hool

-ass

ocia

ted

viol

ent d

eath

s in

clud

e a

hom

icid

e, s

uici

de, l

egal

inte

rven

tion

(invo

lvin

g a

law

enf

orce

men

t offi

cer)

, or

unin

tent

iona

l fir

earm

-rel

ated

dea

th in

whi

ch th

e fa

tal i

njur

y

occu

rred

on

the

cam

pus

of a

func

tioni

ng e

lem

enta

ry o

r se

cond

ary

scho

ol in

the

Uni

ted

Stat

es, w

hile

the

vict

im w

as o

n th

e w

ay to

or

from

reg

ular

ses

sion

s at

sch

ool o

r w

hile

the

vict

im w

as

atte

ndin

g or

trav

elin

g to

or

from

an

offic

ial s

choo

l-sp

onso

red

even

t. V

ictim

s in

clud

e st

uden

ts, s

taff

mem

bers

, and

oth

ers

who

are

not

stu

dent

s, fr

om Ju

ly 1

, 199

2, th

roug

h Ju

ne 3

0, 2

005.

2 D

ata

are

prel

imin

ary

and

subj

ect t

o ch

ange

.

NO

TE: “

At s

choo

l” in

clud

es o

n sc

hool

pro

pert

y, o

n th

e w

ay to

or

from

reg

ular

ses

sion

s at

sch

ool,

and

whi

le a

ttend

ing

or tr

avel

ing

to o

r fr

om a

sch

ool-

spon

sore

d ev

ent.

SOU

RC

E: C

ent e

rs fo

r D

isea

se C

ontr

ol a

nd P

reve

ntio

n (C

DC

), 19

92–2

005

Scho

ol-A

ssoc

iate

d V

iole

nt D

eath

s Su

rvei

llanc

e St

udy

(SA

VD

), pa

rtia

lly fu

nded

by

the

U.S

. Dep

artm

ent o

f Ed

ucat

ion,

Offi

ce o

f Saf

e an

d D

rug-

Free

Sch

ools

, pre

viou

sly

unpu

blis

hed

tabu

latio

n (M

ay 2

006)

.

Tabl

e 1.

2.

Num

ber

of s

choo

l-as

soci

ated

vio

lent

dea

ths

of s

tude

nts,

sta

ff, a

nd n

onst

uden

ts, b

y ty

pe: 1

992–

2005


Tabl

e 2.

1.—

Num

ber

of s

tude

nt-r

epor

ted

nonf

atal

cri

mes

aga

inst

stu

dent

s ag

es 1

2–18

and

rat

e of

cri

mes

per

1,0

00 s

tude

nts,

by

loca

tion

and

yea

r:

Tabl

e 2.

1.—

1992

–200

4

Seri

ous

Seri

ous

Yea

rTo

tal

Thef

tV

iole

ntvi

olen

t1To

tal

Thef

tV

iole

ntvi

olen

t1

At

scho

ol

1992

3,40

9,20

02,

260,

500

1,14

8,60

024

5,40

014

495

4810

1993

3,79

5,20

02,

357,

000

1,43

8,20

030

6,70

015

596

5912

1994

3,79

5,50

02,

371,

500

1,42

4,00

032

2,40

015

094

5613

1995

3,46

7,90

02,

177,

900

1,29

0,00

022

2,50

013

585

509

1996

3,16

3,00

02,

028,

700

1,13

4,40

022

5,40

012

178

439

1997

2,72

1,20

01,

666,

000

1,05

5,20

020

1,80

010

263

408

1998

2,71

5,60

01,

562,

300

1,15

3,20

025

2,70

010

158

439

1999

2,48

9,70

01,

605,

500

884,

100

185,

600

9259

337

2000

1,94

6,40

01,

246,

600

699,

800

128,

400

7246

265

2001

2,00

1,30

01,

237,

600

763,

700

160,

900

7345

286

2002

1,75

3,60

01,

095,

000

658,

600

88,1

0064

4024

320

031,

930,

100

1,19

1,40

073

8,70

015

4,20

073

4528

620

041,

445,

800

863,

000

582,

800

107,

400

5533

224

Aw

ay fr

om s

choo

l

1992

3,28

6,80

01,

607,

600

1,67

9,20

075

0,20

013

868

7132

1993

3,41

9,70

01,

691,

800

1,72

8,00

084

9,50

013

969

7035

1 994

3,25

8,10

01,

521,

700

1,73

6,40

083

2,70

012

960

6933

1995

3,05

8,30

01,

561,

800

1,49

6,50

059

9,00

011

961

5823

1996

3,05

0,60

01,

622,

900

1,42

7,70

067

0,60

011

762

5526

1997

3,10

7,30

01,

551,

600

1,55

5,80

063

5,90

011

758

5924

1998

2,53

4,50

01,

236,

400

1,29

8,10

055

0,20

095

4648

2119

992,

106,

600

1,04

8,20

01,

058,

300

476,

400

7839

3918

2000

2,01

1,80

01,

091,

000

920,

800

373,

100

7440

3414

2001

1,67

0,50

091

2,90

075

7,50

029

0,30

061

3328

1120

021,

510,

400

790,

100

720,

300

309,

200

5529

2611

2003

1,59

2,60

074

6,20

084

6,40

032

5,00

060

2832

1220

041,

262,

200

706,

400

555,

800

228,

600

4827

219

1 Se

riou

s vi

olen

t cri

mes

are

als

o in

clud

ed in

vio

lent

cri

mes

.

NO

TE: S

erio

us v

iole

nt c

rim

es in

clud

e ra

pe, s

exua

l ass

ault,

rob

bery

, and

agg

rava

ted

assa

ult.

Vio

lent

cri

mes

incl

ude

seri

ous

viol

ent c

rim

es a

nd s

impl

e as

saul

t. To

tal c

rim

es in

clud

e vi

olen

t cr

imes

and

thef

t. “A

t sch

ool”

incl

udes

insi

de th

e sc

hool

bui

ldin

g, o

n sc

hool

pro

pert

y, o

r on

the

way

to o

r fr

om s

choo

l. Po

pula

tion

size

s fo

r st

uden

ts a

ges

12–1

8 ar

e 23

,740

,000

in 1

992;

24

,558

,000

in 1

993;

25,

327,

000

in 1

994;

25,

715,

000

in 1

995;

26,

151,

000

in 1

996;

26,

548,

000

in 1

997;

26,

806,

000

in 1

998;

27,

013,

000

in 1

999;

27,

169,

000

in 2

000;

27,

380,

000

in

20

01; 2

7,36

7,00

0 in

200

2; 2

6,38

6,00

0 in

200

3; a

nd 2

6,37

2,00

0 in

200

4. D

etai

l may

not

sum

to to

tals

bec

ause

of r

ound

ing.

Est

imat

es o

f num

ber

of c

rim

es a

re r

ound

ed to

the

near

est 1

00.

SOU

RC

E: U

.S. D

epar

tmen

t of J

ustic

e, B

urea

u of

Just

ice

Stat

istic

s, N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey (N

CV

S), 1

992–

2004

.

Num

ber

of c

rim

esR

ate

of c

rim

es p

er 1

,000

stu

dent

s

Tabl

e 2.

1.

Num

ber

of s

tude

nt-r

epor

ted

nonf

atal

cri

mes

aga

inst

stu

dent

s ag

es 1

2–18

and

rat

e of

cri

mes

per

1,0

00 s

tude

nts,

by

loca

tion

and

yea

r:

19

92–2

004


Tabl

e 2.

2.—

Num

ber

of s

tude

nt-r

epor

ted

nonf

atal

cri

mes

aga

inst

stu

dent

s ag

es 1

2–18

at

scho

ol a

nd r

ate

of c

rim

es p

er 1

,000

stu

dent

s, b

y se

lect

ed

Tabl

e 2.

2.—

stud

ent

char

acte

rist

ics:

200

4

Stud

ent

Seri

ous

Seri

ous

char

acte

rist

icTo

tal

Thef

tV

iole

ntvi

olen

t1To

tal

Thef

tV

iole

ntvi

olen

t1

At

scho

ol

To

tal

1,44

5,80

086

3,00

058

2,80

010

7,40

055

3322

4

Sex

Mal

e77

6,80

041

6,40

036

0,40

058

,800

5731

274

Fem

ale

669,

000

446,

600

222,

400

48,7

0052

3517

4

Age

12–

1481

2,20

043

3,20

037

9,00

065

,000

6434

305

15–

1863

3,60

042

9,80

020

3,80

042

,400

!46

3115

3!

Rac

e/et

hnic

ity2

Whi

te95

1,70

055

0,00

040

1,70

077

,800

6035

255

Bla

ck23

6,60

013

2,40

010

4,20

017

,300

!60

3426

4!

His

pani

c19

4,90

013

3,70

061

,200

‡39

2712

‡ O

ther

62,6

0046

,900

15,7

00!

‡38

2910

!‡

Urb

anic

ity U

rban

443,

600

239,

700

203,

900

41,4

00!

6233

286

! S

ubur

ban

745,

600

488,

800

256,

800

55,2

0051

3317

4 R

ural

256,

600

134,

500

122,

100

‡57

3027

‡

Hou

seho

ld in

com

e L

ess

than

$15

,000

103,

900

37,5

0066

,400

‡45

1629

‡ $

15,0

00–2

9,99

915

4,40

077

,400

77,0

00‡

4121

21‡

$30

,000

–49,

999

238,

100

152,

500

85,6

00‡

5032

18‡

$50

,000

–74,

999

346,

000

178,

900

167,

000

33,4

00!

8444

418

! $

75,0

00 o

r m

ore

397,

200

281,

700

115,

500

26,8

00!

6244

184

!

! In

terp

ret d

ata

with

cau

tion.

‡

Rep

ortin

g st

anda

rds

not m

et.

1 Se

riou

s vi

olen

t cri

mes

are

als

o in

clud

ed in

vio

lent

cri

mes

.2 O

ther

incl

udes

Am

eric

an In

dian

, Ala

ska

Nat

ive,

and

Asi

an o

r Pa

cific

Isla

nder

. Res

pond

ents

who

iden

tifie

d th

emse

lves

as

bein

g of

His

pani

c or

igin

are

cla

ssifi

ed a

s H

ispa

nic,

reg

ardl

ess

of

thei

r ra

ce.

NO

TE: S

erio

us v

iole

nt c

rim

es in

clud

e ra

pe, s

exua

l ass

ault,

rob

bery

, and

agg

rava

ted

assa

ult.

Vio

lent

cri

mes

incl

ude

seri

ous

viol

ent c

rim

es a

nd s

impl

e as

saul

t. To

tal c

rim

es in

clud

e vi

olen

t cr

imes

and

thef

t . “A

t sch

ool”

incl

udes

insi

de th

e sc

hool

bui

ldin

g, o

n sc

hool

pro

pert

y, o

r on

the

way

to o

r fr

om s

choo

l. Po

pula

tion

size

for

stud

ents

age

s 12

–18

is 2

6,37

2,00

0 in

200

4.

Det

ail m

ay n

ot s

um to

tota

ls b

ecau

se o

f rou

ndin

g an

d m

issi

n g d

ata

on s

tude

nt c

hara

cter

istic

s. E

stim

ates

of n

umbe

r of

cri

mes

are

rou

nded

to th

e ne

ares

t 100

.SO

UR

CE:

U.S

. Dep

artm

ent o

f Jus

tice,

Bur

eau

of Ju

stic

e St

atis

tics,

Nat

iona

l Cri

me

Vic

timiz

atio

n Su

rvey

(NC

VS)

, 200

4.

Num

ber

of c

rim

esR

ate

of c

rim

es p

er 1

,000

stu

dent

s

Tabl

e 2.

2.

Num

ber

of s

tude

nt-r

epor

ted

nonf

atal

cri

mes

aga

inst

stu

dent

s ag

es 1

2–18

at

scho

ol a

nd r

ate

of c

rim

es p

er 1

,000

stu

dent

s, b

y se

lect

ed

stud

ent

char

acte

rist

ics:

200

4


Tabl

e 2.

3.—

Num

ber

of s

tude

nt-r

epor

ted

nonf

atal

cri

mes

aga

inst

stu

dent

s ag

es 1

2–18

aw

ay fr

om s

choo

l and

rat

e of

cri

mes

per

1,0

00 s

tude

nts,

by

Tabl

e 2.

3.—

sele

cted

stu

dent

cha

ract

eris

tics

: 200

4

Stud

ent

Seri

ous

Seri

ous

char

acte

rist

icTo

tal

Thef

tV

iole

ntvi

olen

t1To

tal

Thef

tV

iole

ntvi

olen

t1

Aw

ay fr

om s

choo

l

To

tal

1,26

2,20

070

6,40

055

5,80

022

8,60

048

2721

9

Sex

Mal

e70

6,20

038

1,00

032

5,10

015

2,40

052

2824

11 F

emal

e55

6,00

032

5,30

023

0,70

076

,200

4325

186

Age

12–

1442

6,30

022

9,30

019

7,00

086

,800

3418

167

15–

1883

5,90

047

7,00

035

8,90

014

1,80

061

3526

10

Rac

e/et

hnic

ity2

Whi

te82

3,80

047

9,10

034

4,70

013

3,20

052

3022

8 B

lack

226,

500

83,8

0014

2,70

076

,800

5721

3619

His

pani

c14

8,60

010

7,10

041

,400

!‡

3022

8!

‡ O

ther

63,3

0036

,400

27,0

00!

‡39

2217

!‡

Urb

anic

ity U

rban

355,

600

156,

500

199,

100

93,7

0049

2228

13 S

ubur

ban

635,

700

369,

700

266,

100

93,3

0043

2518

6 R

ural

270,

800

180,

200

90,7

0041

,600

!60

4020

9!

Hou

seho

ld in

com

e L

ess

than

$15

,000

102,

700

52,3

0050

,400

29,1

00!

4523

2213

! $

15,0

00–2

9,99

933

7,90

016

9,00

016

9,00

057

,400

9145

4515

$30

,000

–49,

999

76,7

0043

,300

33,3

00!

15,1

00!

169

7!

3!

$50

,000

–74,

999

302,

100

160,

800

141,

300

58,6

0074

3935

14 $

75,0

00 o

r m

ore

201,

000

146,

500

54,4

0017

,300

!32

239

3!

! In

terp

ret d

ata

with

cau

tion.

‡

Rep

ortin

g st

anda

rds

not m

et.

1 Se

riou

s vi

olen

t cri

mes

are

als

o in

clud

ed in

vio

lent

cri

mes

.2 O

ther

incl

udes

Am

eric

an In

dian

, Ala

ska

Nat

ive,

and

Asi

an o

r Pa

cific

Isla

nder

. Res

pond

ents

who

iden

tifie

d th

emse

lves

as

bein

g of

His

pani

c or

igin

are

cla

ssifi

ed a

s H

ispa

nic,

reg

ardl

ess

of

thei

r ra

ce.

NO

TE: S

erio

us v

iole

nt c

rim

es in

clud

e ra

pe, s

exua

l ass

ault,

rob

bery

, and

agg

rava

ted

assa

ult.

Vio

lent

cri

mes

incl

ude

seri

ous

viol

ent c

rim

es a

nd s

impl

e as

saul

t. To

tal c

rim

es in

clud

e vi

olen

t cr

imes

and

thef

t . Po

pula

tion

size

for

stud

ents

age

s 12

–18

is 2

6,37

2,00

0 in

200

4. D

etai

l may

not

sum

to to

tals

bec

ause

of r

ound

ing

and

mis

sing

dat

a on

stu

dent

cha

ract

eris

tics.

Est

imat

es o

f nu

mbe

r of

cri

mes

are

rou

nded

to th

e ne

ares

t 100

.SO

UR

CE:

U.S

. Dep

artm

ent o

f Jus

tice,

Bur

eau

of Ju

stic

e St

atis

tics,

Nat

iona

l Cri

me

Vic

timiz

atio

n Su

rvey

(NC

VS)

, 200

4.

Num

ber

of c

rim

esR

ate

of c

rim

es p

er 1

,000

stu

dent

s

Tabl

e 2.

3.

Num

ber

of s

tude

nt-r

epor

ted

nonf

atal

cri

mes

aga

inst

stu

dent

s ag

es 1

2–18

aw

ay f

rom

sch

ool a

nd r

ate

of c

rim

es p

er 1

,000

stu

dent

s, b

y

sele

cted

stu

dent

cha

ract

eris

tics

: 200

4


Tabl

e 3.

1.—

Perc

enta

ge o

f stu

dent

s ag

es 1

2–18

who

rep

orte

d cr

imin

al v

icti

miz

atio

n at

sch

ool d

urin

g th

e pr

evio

us 6

mon

ths,

by

type

of v

icti

miz

atio

n

Tabl

e 3.

1.—

and

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: V

ario

us y

ears

, 199

5–20

05

Stud

ent

or s

choo

lSe

riou

sSe

riou

sSe

riou

s

char

acte

rist

icTo

tal

Thef

tV

iole

ntvi

olen

t1To

tal

Thef

tV

iole

ntvi

olen

t1To

tal

Thef

tV

iole

ntvi

olen

t1

To

tal

9.5

7.1

3.0

0.7

7.6

5.7

2.3

0.5

5.5

4.2

1.8

0.4

Sex

Mal

e10

.07.

13.

50.

97.

85.

72.

50.

66.

14.

52.

10.

5 F

emal

e9.

07.

12.

40.

47.

35.

72.

00.

54.

93.

81.

50.

4!

Rac

e/et

hnic

ity2

Whi

te9.

87.

43.

00.

67.

55.

82.

10.

45.

84.

22.

00.

4 B

lack

10.2

7.1

3.4

1.0

!9.

97.

43.

51.

26.

15.

01.

3!

0.5

! H

ispa

nic

7.6

5.8

2.7

0.9

!5.

73.

91.

90.

6!

4.6

3.7

1.5

0.8

! O

ther

8.8

6.5

2.5

!‡

6.4

4.4

2.2

!#

3.1

2.9

‡#

Gra

de 6

th9.

65.

45.

11.

58.

05.

23.

81.

3!

5.9

4.0

2.6

‡ 7

th11

.28.

13.

80.

98.

26.

02.

60.

9!

5.8

3.4

2.6

0.6

! 8

th10

.57.

93.

10.

8!

7.6

5.9

2.4

0.5

!4.

33.

31.

30.

3!

9th

11.9

9.1

3.4

0.7

!8.

96.

53.

20.

6!

7.9

6.2

2.4

0.8

! 1

0th

9.1

7.7

2.1

0.4

!8.

06.

51.

7‡

6.5

5.7

1.2

0.4

! 1

1th

7.3

5.5

1.9

0.4

!7.

25.

51.

8!

‡4.

83.

81.

6‡

12t

h6.

14.

61.

9‡

4.8

4.0

0.8

!‡

2.9

2.3

0.9

!‡

Urb

anic

ity U

rban

9.3

6.6

3.3

1.3

8.4

6.9

2.3

0.7

5.9

4.5

1.7

0.5

Sub

urba

n10

.37.

63.

50.

67.

65.

42.

40.

55.

74.

31.

70.

4 R

ural

8.3

6.8

1.8

0.3

!6.

45.

01.

90.

4!

4.7

3.4

2.0

!0.

5!

Sect

or P

ublic

9.8

7.3

3.1

0.7

7.9

5.9

2.5

0.6

5.7

4.4

1.9

0.5

Pri

vate

6.6

5.2

1.7

‡4.

54.

3‡

#3.

42.

51.

0!

#

See

note

s at

end

of t

able

.

1995

1999

2001

Tabl

e 3.

1.

Perc

enta

ge o

f st

uden

ts a

ges

12–1

8 w

ho r

epor

ted

crim

inal

vic

tim

izat

ion

at s

choo

l dur

ing

the

prev

ious

6 m

onth

s, b

y ty

pe o

f vi

ctim

izat

ion

an

d se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: Var

ious

yea

rs, 1

995–

2005


Tabl

e 3.

1.—

Perc

enta

ge o

f stu

dent

s ag

es 1

2–18

who

rep

orte

d cr

imin

al v

icti

miz

atio

n at

sch

ool d

urin

g th

e pr

evio

us 6

mon

ths,

by

type

of v

icti

miz

atio

n

Tabl

e 3.

1.—

and

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: V

ario

us y

ears

, 199

5–20

05—

Con

tinu

ed

Stud

ent

or s

choo

lSe

riou

sSe

riou

sch

arac

teri

stic

Tota

lTh

eft

Vio

lent

viol

ent1

Tota

lTh

eft

Vio

lent

viol

ent1

To

tal

5.1

4.0

1.3

0.2

4.2

3.1

1.2

0.3

Sex

Mal

e5.

44.

01.

80.

3!

4.5

3.0

1.6

0.3

! F

emal

e4.

84.

10.

9‡

3.9

3.2

0.7

0.3

Rac

e/et

hnic

ity2

Whi

te5.

44.

31.

40.

2!

4.6

3.4

1.3

0.3

! B

lack

5.3

4.0

1.6

‡3.

92.

71.

3!

‡ H

ispa

nic

3.9

3.0

1.1

0.4

!3.

83.

00.

90.

4!

Oth

er5.

04.

4‡

‡2.

2!

1.6

!‡

#

Gra

de 6

th3.

82.

21.

9#

4.6

2.8

1.8

‡ 7

th6.

34.

81.

7‡

5.2

2.8

2.6

‡ 8

th5.

24.

11.

50.

3!

3.6

2.4

1.4

‡ 9

th6.

35.

31.

50.

6!

4.6

3.7

1.0

!‡

10t

h4.

83.

71.

4#

4.1

3.6

0.5

!‡

11t

h5.

14.

11.

0!

‡3.

62.

90.

7!

‡ 1

2th

3.6

3.1

0.5

!#

3.6

3.3

‡‡

Urb

anic

ity U

rban

6.1

4.5

1.8

0.4

!5.

23.

51.

80.

4!

Sub

urba

n4.

83.

81.

20.

1!

4.2

3.2

1.1

0.3

! R

ural

4.7

3.9

0.9

!‡

2.8

2.2

!0.

6!

‡

Sect

or P

ublic

5.2

4.0

1.4

0.2

4.3

3.2

1.2

0.3

Pri

vate

4.9

4.0

0.9

!#

2.6

1.3

!1.

3!

‡

# N

o ca

ses

are

r epo

rted

, alth

ough

the

even

t def

ined

cou

ld h

ave

been

rep

orte

d by

som

e st

uden

ts w

ith th

ese

char

acte

rist

ics

had

a di

ffere

nt s

ampl

e be

en d

raw

n.!

Inte

rpre

t dat

a w

ith c

autio

n.‡

Rep

ortin

g st

anda

rds

not m

et.

1 Se

riou

s vi

olen

t cri

mes

are

als

o in

clud

ed in

vio

lent

cri

mes

.2 O

ther

incl

udes

Am

eric

an In

dian

, Ala

ska

Nat

ive,

Asi

an o

r Pa

cific

Isla

nder

, and

, fro

m 2

003

onw

ard,

mor

e th

an o

ne r

ace.

For

this

rep

ort,

non-

His

pani

c st

uden

ts w

ho id

entif

ied

them

selv

es a

s m

ore

than

one

rac

e w

ere

incl

uded

in th

e O

ther

cat

egor

y. R

espo

nden

ts w

ho id

entif

ied

them

selv

es a

s be

ing

of H

ispa

nic

orig

in a

re c

lass

ified

as

His

pani

c, r

egar

dles

s of

thei

r ra

ce. D

ue to

ch

ange

s in

rac

ial/e

thni

c ca

tego

ries

, com

pari

sons

of r

ace/

ethn

icity

acr

oss

year

s sh

ould

be

mad

e w

ith c

autio

n.N

OTE

: The

ft in

clud

es p

urse

sna

tchi

ng, p

ick

pock

etin

g, a

ll bu

rgla

ries

, atte

mpt

ed fo

rcib

le e

ntry

, and

all

atte

mpt

ed a

nd c

ompl

eted

thef

ts e

xcep

t mot

or v

ehic

le th

efts

. The

ft do

es n

ot in

clud

e ro

bber

y in

whi

ch th

reat

or

use

of fo

rce

is in

volv

ed. S

erio

us v

iole

nt c

rim

es in

clud

e ra

pe, s

exua

l ass

ault,

rob

bery

, and

agg

rava

ted

assa

ult.

Vio

lent

cri

mes

incl

ude

seri

ous

viol

ent c

rim

es a

nd

sim

ple

assa

ult.

Tota

l cri

mes

incl

ude

viol

ent c

rim

es a

nd th

eft.

“At s

choo

l” in

clud

es th

e sc

hool

bui

ldin

g, o

n sc

hool

pro

pert

y, o

n a

scho

ol b

us, a

nd, f

rom

200

1 on

war

d, g

oing

to a

nd fr

om

scho

ol. I

n 20

05, t

he u

nit r

espo

nse

rate

for

this

sur

vey

did

not m

eet N

CES

sta

tistic

al s

tand

ards

; the

refo

re, i

nter

pret

the

data

with

cau

tion.

For

mor

e in

form

atio

n, p

leas

e se

e ap

pend

ix A

. Po

pula

tion

size

s fo

r st

uden

ts a

ges

12–1

8 ar

e 23

,325

,000

in 1

995;

24,

614,

000

in 1

999;

24,

315,

000

in 2

001;

25,

684,

000

in 2

003;

and

25,

811,

000

in 2

005.

SOU

RC

E: U

.S. D

epar

tmen

t of J

ustic

e, B

urea

u of

Just

ice

Stat

istic

s, S

choo

l Cri

me

Supp

lem

ent (

SCS)

to th

e N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey, v

ario

us y

ears

, 199

5–20

05.

2003

2005

Tabl

e 3.

1.

Perc

enta

ge o

f st

uden

ts a

ges

12–1

8 w

ho r

epor

ted

crim

inal

vic

tim

izat

ion

at s

choo

l dur

ing

the

prev

ious

6 m

onth

s, b

y ty

pe o

f vi

ctim

izat

ion

an

d se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: Var

ious

yea

rs, 1

995–

2005

—C

onti

nued


Tabl

e 4.

1.—

Perc

enta

ge o

f stu

dent

s in

gra

des

9–12

who

rep

orte

d be

ing

thre

aten

ed o

r in

jure

d w

ith

a w

eapo

n on

sch

ool p

rope

rty

duri

ng t

he p

revi

ous

Tabl

e 4.

1.—

12 m

onth

s, b

y se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: Var

ious

yea

rs, 1

993–

2005

Stud

ent o

r sc

hool

ch

arac

teri

stic

1993

1995

1997

1999

2001

2003

2005

To

tal

7.3

8.4

7.4

7.7

8.9

9.2

7.9

Sex

Mal

e9.

210

.910

.29.

511

.511

.69.

7 F

emal

e5.

45.

84.

05.

86.

56.

56.

1

Rac

e/et

hnic

it y1

Whi

te6.

37.

06.

26.

68.

57.

87.

2 B

lack

11.2

11.0

9.9

7.6

9.3

10.9

8.1

His

pani

c8.

612

.49.

09.

88.

99.

49.

8 A

sian

(2 )(2 )

(2 )7.

711

.311

.54.

6 A

mer

ican

Indi

an11

.711

.4!

12.5

!13

.2!

15.2

!22

.19.

8 P

acifi

c Is

land

er(2 )

(2 )(2 )

15.6

24.8

16.3

14.5

! M

ore

than

one

rac

e(2 )

(2 )(2 )

9.3

10.3

18.7

10.7

Gra

de 9

th9.

49.

610

.110

.512

.712

.110

.5 1

0th

7.3

9.6

7.9

8.2

9.1

9.2

8.8

11t

h7.

37.

75.

96.

16.

97.

35.

5 1

2th

5.5

6.7

5.8

5.1

5.3

6.3

5.8

Urb

anic

ity U

rban

——

8.7

8.0

9.2

10.6

— S

ubur

ban

——

7.0

7.4

9.0

8.8

— R

ural

——

5.6

!8.

38.

18.

2—

— N

ot a

vaila

ble.

! In

terp

ret d

ata

with

cau

tion.

1 A

mer

ican

Indi

an in

clud

es A

lask

a N

ativ

e, B

lack

incl

udes

Afr

ican

Am

eric

an, P

acifi

c Is

land

er in

clud

es N

ativ

e H

awai

ian,

and

His

pani

c in

clud

es L

atin

o. R

espo

nden

ts w

ho id

entif

ied

them

selv

es a

s be

ing

of H

ispa

nic

orig

in a

re c

lass

ified

as

His

pani

c, r

egar

dles

s of

thei

r ra

ce.

2 Th

e re

spon

se c

ateg

orie

s fo

r ra

ce/e

thni

city

cha

nged

in 1

999

mak

ing

com

pari

sons

of s

ome

cate

gori

es w

ith e

arlie

r ye

ars

prob

lem

atic

. In

1993

, 199

5, a

nd 1

997,

Asi

an s

tude

nts

and

Paci

fic

Isla

nder

stu

dent

s w

ere

not c

ateg

oriz

ed s

epar

atel

y an

d st

uden

ts w

ere

not g

iven

the

optio

n of

cho

osin

g m

ore

than

one

rac

e.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. Pop

ulat

ion

size

s fr

om th

e D

iges

t of E

duca

tion

Stat

istic

s, 2

005

and

2002

(NC

ES 2

006-

030

and

2003

-060

) for

stu

dent

s in

gr

ades

9–1

2 ar

e 13

,093

,000

stu

dent

s in

199

3; 1

3,69

7,00

0 in

199

5; 1

4,27

2,00

0 in

199

7; 1

4,62

3,00

0 in

199

9; 1

5,06

1,00

0 in

200

1; 1

5,72

3,00

0 in

200

3; a

nd 1

6,28

6,00

0 (p

roje

cted

) in

2005

.SO

UR

CE:

Cen

ters

for

Dis

ease

Con

trol

and

Pre

vent

ion,

Nat

iona

l Cen

ter

for

Chr

onic

Dis

ease

Pre

vent

ion

and

Hea

lth P

rom

otio

n, Y

outh

Ris

k B

ehav

ior

Surv

eilla

nce

Syst

em (Y

RB

SS),

vari

ous

year

s, 1

993–

2005

.

Tabl

e 4.

1.

Perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d be

ing

thre

aten

ed o

r in

jure

d w

ith

a w

eapo

n on

sch

ool p

rope

rty

duri

ng t

he p

revi

ous

12

mon

ths,

by

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: V

ario

us y

ears

, 199

3–20

05


Tabl

e 4.

2.—

Perc

enta

ge o

f stu

dent

s in

gra

des

9–12

who

rep

orte

d be

ing

thre

aten

ed o

r in

jure

d w

ith

a w

eapo

n on

sch

ool p

rope

rty

duri

ng t

he p

revi

ous

Tabl

e 4.

2.—

12 m

onth

s, b

y st

ate:

200

3 an

d 20

05

Stat

e20

0320

05St

ate

2003

2005

Uni

ted

Stat

es9.

27.

9

Ala

bam

a7.

210

.6M

onta

na7.

18.

0A

lask

a8.

1—

N

ebra

ska

8.8

9.7

Ari

zona

9.2

10.7

Nev

ada

6.0

8.1

Ark

ansa

s—

9.6

New

Ham

pshi

re7.

58.

6C

alifo

rnia

——

N

ew Je

rsey

—8.

0C

olor

ado

—7.

6N

ew M

exic

o—

10.4

Con

nect

icut

—9.

1N

ew Y

ork

7.2

7.2

Del

awar

e7.

76.

2N

orth

Car

olin

a7.

27.

9D

istr

ict o

f Col

umbi

a12

.712

.1N

orth

Dak

ota

5.9

6.6

Flor

ida

8.4

7.9

Ohi

o7.

78.

2G

eorg

ia8.

28.

3O

klah

oma

7.4

6.0

Haw

aii

—6.

9O

rego

n—

—

Idah

o9.

48.

3Pe

nnsy

lvan

ia—

—

Illin

ois

——

R

hode

Isla

nd8.

28.

7In

dian

a6.

78.

8So

uth

Car

olin

a—

10.1

Iow

a—

7.8

Sout

h D

akot

a6.

58.

1K

ansa

s—

7.4

Tenn

esse

e8.

47.

4K

entu

cky

5.3

8.0

Texa

s—

9.3

Loui

sian

a—

—

Uta

h7.

39.

8M

aine

8.5

7.1

Ver

mon

t7.

36.

3M

aryl

and

—11

.7V

irgi

nia

——

M

assa

chus

etts

6.3

5.4

Was

hing

ton

——

M

ichi

gan

9.7

8.6

Wes

t Vir

gini

a8.

58.

0M

inne

sota

——

W

isco

nsin

5.5

7.6

Mis

siss

ippi

6.6

—

Wyo

min

g9.

77.

8M

isso

uri

7.5

9.1

— N

ot a

vaila

ble.

NO

TE: “

On

scho

ol p

rope

rty”

was

not

def

ined

for

surv

ey r

espo

nden

ts. T

he e

stim

ate

for

the

Uni

ted

Stat

es is

dra

wn

from

a n

atio

nally

rep

rese

ntat

ive

sam

ple

of s

choo

ls a

nd is

not

the

aggr

egat

e of

par

ticip

atin

g st

ates

. Eac

h st

ate

estim

ate

is b

ased

on

a sa

mpl

e th

at is

rep

rese

ntat

ive

of th

at s

tate

. Pop

ulat

ion

size

s fr

om th

e D

iges

t of E

duca

tion

Stat

istic

s, 2

005

(NC

ES 2

006-

030)

for

stud

ents

in g

rade

s 9–

12 a

re 1

5,72

3,00

0 in

200

3 an

d 16

,286

,000

(pro

ject

ed) i

n 20

05.

SOU

RC

E: C

ente

rs fo

r D

isea

se C

ontr

ol a

nd P

reve

ntio

n, N

atio

nal C

ente

r fo

r C

hron

ic D

isea

se P

reve

ntio

n an

d H

ealth

Pro

mot

ion,

You

th R

isk

Beh

avio

r Su

rvei

llanc

e Sy

stem

(YR

BSS

), pr

evio

usly

un

publ

ishe

d ta

bula

tion,

200

3 an

d 20

05.

Tabl

e 4.

2.

Perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d be

ing

thre

aten

ed o

r in

jure

d w

ith

a w

eapo

n on

sch

ool p

rope

rty

duri

ng t

he p

revi

ous

12

mon

ths,

by

stat

e: 2

003

and

2005


Tabl

e 5.

1.—

Perc

enta

ge a

nd n

umbe

r of

pub

lic a

nd p

riva

te s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

thre

aten

ed w

ith

inju

ry b

y a

stud

ent

from

Tabl

e 5.

1.—

scho

ol d

urin

g th

e pr

evio

us 1

2 m

onth

s, b

y ur

bani

city

and

sel

ecte

d te

ache

r an

d sc

hool

cha

ract

eris

tics

: 199

3–94

, 199

9–20

00, a

nd 2

003–

04

1993

–94

1999

–200

0

Urb

anU

rban

Urb

anU

rban

frin

ge/

Smal

lfr

inge

/Sm

all

frin

ge/

Smal

lfr

inge

/Sm

all

Teac

her

or

Cen

tral

larg

eto

wn/

Cen

tral

larg

eto

wn/

Cen

tral

larg

eto

wn/

Cen

tral

larg

eto

wn/

scho

ol c

hara

cter

istic

Tota

lci

tyto

wn

rur a

lTo

tal

city

tow

nru

ral

Tota

lci

tyto

wn

rura

lTo

tal

city

tow

nru

ral

To

tal

11.7

15.2

10.7

9.8

342,

100

132,

600

99,8

0010

9,60

08.

811

.47.

58.

330

5,20

011

6,30

012

7,80

061

,100

Sex

Mal

e14

.719

.514

.011

.811

5,90

045

,100

33,8

0037

,000

11.0

14.7

9.5

9.7

95,2

0036

,600

39,5

0019

,100

Fem

ale

10.6

13.6

9.5

9.0

226,

200

87,6

0066

,000

72,6

008.

110

.36.

97.

821

0,00

079

,700

88,3

0042

,000

Rac

e/et

hnic

ity1

Whi

te11

.515

.410

.59.

829

5,10

010

4,50

088

,400

102,

300

8.6

11.2

7.5

8.2

252,

600

85,4

0011

2,30

054

,900

Bla

ck12

.013

.112

.68.

523

,800

14,6

005,

500

3,70

011

.614

.27.

511

.328

,300

18,7

006,

000

3,60

0 H

ispa

nic

13.2

15.4

10.6

10.2

15,9

0010

,200

3,40

02,

300

9.1

9.5

8.7

8.0

17,2

009,

100

6,70

01,

400

! O

ther

13.5

17.2

13.0

9.4

7,30

03,

300

2,50

01,

400

8.4

9.0

7.6

8.7

7,10

03,

100

2,70

01,

200

Inst

ruct

iona

l lev

el2

Ele

men

tary

8.7

11.8

7.4

7.3

134,

500

56,7

0036

,100

41,7

008.

010

.06.

68.

014

8,30

057

,800

60,5

0030

,000

Sec

onda

ry15

.019

.314

.212

.520

7,50

075

,900

63,7

0067

,900

9.9

13.2

8.6

8.6

157,

000

58,5

0067

,300

31,2

00

Sect

or

Pub

lic3

12.8

17.9

11.6

10.2

326,

300

127,

300

92,8

0010

6,20

09.

613

.57.

98.

728

7,70

010

9,30

011

9,40

059

,000

Pri

vate

4.2

3.3

5.0

4.6

15,7

005,

300

7,00

03,

400

3.9

3.3

4.5

4.1

17,5

007,

000

8,40

02,

100

See

note

s at

end

of t

able

.

Perc

ent

Num

ber

Perc

ent

Num

ber

Tabl

e 5.

1.

Perc

enta

ge a

nd n

umbe

r of

pub

lic a

nd p

riva

te s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

thre

aten

ed w

ith

inju

ry b

y a

stud

ent

from

scho

ol d

urin

g th

e pr

evio

us 1

2 m

onth

s, b

y ur

bani

city

and

sel

ecte

d te

ache

r an

d sc

hool

cha

ract

eris

tics

: 199

3–94

, 199

9–20

00, a

nd 2

003–

04


gp

pp

yj

yy

Tabl

e 5.

1.—

scho

ol d

urin

g th

e pr

evio

us 1

2 m

onth

s, b

y ur

bani

city

and

sel

ecte

d te

ache

r an

d sc

hool

cha

ract

eris

tics

: 199

3–94

, 199

9–20

00, a

nd 2

003–

04

Tabl

e 5.

1.—

—C

onti

nued

2003

–04

Urb

anU

rban

frin

ge/

Smal

lfr

inge

/Sm

all

Teac

her

or

Cen

tral

larg

eto

wn/

Cen

tral

larg

eto

wn/

scho

ol c

hara

cter

istic

Tota

lci

tyto

wn

rura

lTo

tal

city

tow

nru

ral

To

tal

6.8

10.0

5.8

4.6

253,

100

111,

100

111,

100

30,9

00

Sex

Mal

e8.

513

.86.

65.

578

,500

37,1

0031

,900

9,40

0 F

emal

e6.

38.

85.

54.

317

4,50

073

,900

79,2

0021

,500

Rac

e/et

hnic

ity1

Whi

te6.

49.

95.

54.

519

9,00

079

,500

92,6

0026

,900

Bla

ck11

.813

.610

.28.

432

,500

20,4

009,

600

2,60

0 H

ispa

nic

5.6

6.3

5.2

3.4

!12

,500

6,70

05,

100

700

Oth

er8.

710

.08.

55.

49,

100

4,50

03,

800

800

Inst

ruct

iona

l lev

el2

Ele

men

tary

5.8

8.0

5.1

3.9

113,

700

48,3

0052

,400

13,0

00 S

econ

dary

8.0

12.6

6.5

5.3

139,

400

62,8

0058

,700

17,9

00

Sect

or

Pub

lic3

7.5

11.6

6.2

4.8

242,

500

107,

000

105,

800

29,7

00 P

riva

te2.

32.

32.

32.

4!

10,6

004,

100

5,30

01,

200

!

! In

terp

ret d

ata

with

cau

tion.

1 O

ther

incl

udes

Am

eric

an In

dian

, Ala

ska

Nat

ive,

Asi

an o

r Pa

cific

Isla

nder

, and

, in

2003

–04,

mor

e th

an o

ne r

ace.

Res

pond

ents

who

iden

tifie

d th

emse

lves

as

bein

g of

His

pani

c or

igin

are

clas

sifie

d as

His

pani

c, r

egar

dles

s of

thei

r ra

ce.

2 El

emen

tary

sch

ools

are

def

ined

as

scho

ols

in w

hich

the

low

est g

rade

is le

ss th

an o

r eq

ual t

o gr

ade

6 an

d th

e hi

ghes

t gra

de is

less

than

or

equa

l to

grad

e 8.

Sec

onda

ry s

choo

ls a

re d

efin

ed

as s

choo

ls in

whi

ch th

e lo

wes

t gra

de is

gre

ater

than

or

equa

l to

grad

e 7.

3 Th

e pu

blic

sec

tor

incl

udes

pub

lic, p

ublic

cha

rter

, and

Bur

eau

of In

dian

Affa

irs

scho

ol te

ache

rs.

NO

TE: T

each

ers

who

taug

ht o

nly

prek

inde

rgar

ten

stud

ents

are

exc

lude

d. P

opul

atio

n si

zes

for

teac

hers

are

2,9

30,0

00 in

199

3–94

; 3,4

52,0

00 in

199

9–20

00; a

nd 3

,704

,000

in 2

003–

04.

Det

ail m

ay n

ot s

um to

tota

ls b

ecau

se o

f rou

ndin

g. E

stim

ates

of n

umbe

r of

rep

orts

are

rou

nded

to th

e ne

ares

t 100

. Fig

ures

wer

e re

vise

d an

d m

ay d

iffer

from

pre

viou

sly

publ

ishe

d da

ta.

SOU

RC

E: U

.S. D

epar

tmen

t of E

duca

tion,

Nat

iona

l Cen

ter

for

Educ

atio

n St

atis

tics,

Sch

ools

and

Sta

ffing

Sur

vey

(SA

SS),

“Pub

lic S

choo

l Tea

cher

Que

stio

nnai

re,”

199

3–94

, 199

9–20

00, a

nd

2003

–04;

“Pr

ivat

e Sc

hool

Tea

cher

Qu e

stio

nnai

re,”

199

3–94

, 199

9–20

00, a

nd 2

003–

04; “

Cha

rter

Sch

ool Q

uest

ionn

aire

,” 1

999–

2000

; and

“B

urea

u of

Indi

an A

ffair

s Te

ache

r Q

uest

ionn

aire

,”

1999

–200

0 an

d 20

03–0

4.

Perc

ent

Num

ber

Tabl

e 5.

1.

Perc

enta

ge a

nd n

umbe

r of

pub

lic a

nd p

riva

te s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

thre

aten

ed w

ith

inju

ry b

y a

stud

ent

from

sc

hool

dur

ing

the

prev

ious

12

mon

ths,

by

urba

nici

ty a

nd s

elec

ted

teac

her

and

scho

ol c

hara

cter

isti

cs: 1

993–

94, 1

999–

2000

, and

200

3–04

—C

onti

nued


Tabl

e 5.

2.—

Perc

enta

ge a

nd n

umbe

r of

pub

lic a

nd p

riva

te s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

phys

ical

ly a

ttac

ked

by a

stu

dent

from

sch

ool

Tabl

e 5.

2.—

duri

ng t

he p

revi

ous

12 m

onth

s, b

y ur

bani

city

and

sel

ecte

d te

ache

r an

d sc

hool

cha

ract

eris

tics

: 199

3–94

, 199

9–20

00, a

nd 2

003–

04

1993

–94

1999

–200

0

Urb

anU

rban

Urb

anU

rban

frin

ge/

Smal

lfr

inge

/Sm

all

frin

ge/

Smal

lfr

inge

/Sm

all

Teac

her

or

Cen

tral

larg

eto

wn/

Cen

tral

larg

eto

wn/

Cen

tral

larg

eto

wn/

Cen

tral

larg

eto

wn/

scho

ol c

hara

cter

istic

Tota

lci

tyto

wn

rur a

lTo

tal

city

tow

nru

ral

Tota

lci

tyto

wn

rura

lTo

tal

city

tow

nru

ral

To

tal

4.1

5.5

4.0

3.1

120,

000

48,3

0037

,200

34,5

003.

95.

43.

43.

013

4,70

054

,900

57,9

0021

,900

Sex

Mal

e3.

95.

83.

62.

730

,800

13,5

008,

800

8,50

03.

65.

33.

31.

830

,600

13,2

0013

,800

3,50

0 F

emal

e4.

25.

44.

13.

289

,200

34,8

0028

,400

26,0

004.

05.

43.

43.

410

4,10

041

,700

44,1

0018

,300

Rac

e/et

hnic

ity1

Whi

te4.

05.

63.

93.

110

3,40

038

,100

33,0

0032

,300

3.8

5.4

3.4

2.9

111,

600

40,8

0051

,000

19,8

00 B

lack

3.9

4.3

4.3

2.3

!7,

700

4,80

01,

900

1,00

0!

4.8

5.9

3.0

4.4

!11

,600

7,80

02,

400

1,40

0!

His

pani

c5.

16.

34.

32.

76,

200

4,20

01,

400

600

4.6

5.4

4.4

1.8

!8,

800

5,10

03,

400

300

! O

ther

5.1

6.4

5.0

!3.

62,

800

1,20

01,

000

!50

03.

23.

3!

3.2

2.7

2,70

01,

100

!1,

200

400

Inst

ruct

iona

l lev

el2

Ele

men

tary

4.9

6.5

4.7

3.9

76,2

0031

,300

22,6

0022

,300

5.5

7.2

4.9

4.2

102,

100

41,7

0044

,700

15,7

00 S

econ

dary

3.2

4.3

3.3

2.2

43,8

0017

,000

14,6

0012

,200

2.1

3.0

1.7

1.7

32,6

0013

,200

13,3

006,

100

Sect

or

Pub

lic3

4.4

6.3

4.2

3.1

111,

300

45,2

0033

,200

32,9

004.

26.

23.

53.

112

5,10

050

,700

53,2

0021

,300

Pri

vate

2.3

1.9

2.9

2.1

8,70

03,

100

4,00

01,

600

2.1

2.0

2.6

1.2

!9,

600

4,20

04,

800

600

!

See

note

s at

end

of t

able

.

Perc

ent

Num

ber

Perc

ent

Num

ber

Tabl

e 5.

2.

Perc

enta

ge a

nd n

umbe

r of

pub

lic a

nd p

riva

te s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

phys

ical

ly a

ttac

ked

by a

stu

dent

fro

m s

choo

l

duri

ng t

he p

revi

ous

12 m

onth

s, b

y ur

bani

city

and

sel

ecte

d te

ache

r an

d sc

hool

cha

ract

eris

tics

: 199

3–94

, 199

9–20

00, a

nd 2

003–

04


gp

pp

yp

yy

y

Tabl

e 5.

2.—

duri

ng t

he p

revi

ous

12 m

onth

s, b

y ur

bani

city

and

sel

ecte

d te

ache

r an

d sc

hool

cha

ract

eris

tics

: 199

3–94

, 199

9–20

00, a

nd 2

003–

04

Tabl

e 5.

2.—

—C

onti

nued

2003

–04

Urb

anU

rban

frin

ge/

Smal

lfr

inge

/Sm

all

Teac

her

or

Cen

tral

larg

eto

wn/

Cen

tral

larg

eto

wn/

scho

ol c

hara

cter

istic

Tota

lci

tyto

wn

rura

lTo

tal

city

tow

nru

ral

To

tal

3.4

4.8

3.1

2.3

127,

500

53,0

0059

,300

15,3

00

Sex

Mal

e2.

64.

71.

81.

423

,600

12,5

008,

700

2,40

0 F

emal

e3.

74.

83.

52.

610

4,00

040

,500

50,6

0012

,900

Rac

e/et

hnic

ity1

Whi

te3.

24.

63.

02.

310

0,50

036

,700

50,2

0013

,700

Bla

ck5.

57.

13.

5‡

15,1

0010

,600

3,30

0‡

His

pani

c3.

12.

7!

4.0

!‡

7,00

02,

900

!4,

000

!‡

Oth

er4.

86.

44.

0!

2.0

!5,

000

2,90

01,

800

!30

0!

Inst

ruct

iona

l lev

el2

Ele

men

tary

4.5

5.4

4.3

3.4

88,1

0032

,700

44,2

0011

,200

Sec

onda

ry2.

34.

11.

71.

239

,500

20,3

0015

,100

4,10

0

Sect

or

Pub

lic3

3.7

5.5

3.2

2.3

120,

000

50,5

0055

,100

14,5

00 P

riva

te1.

61.

4!

1.8

1.7

!7,

500

2,50

0!

4,20

080

0!

! In

terp

ret d

ata

with

cau

tion.

‡ R

epor

ting

stan

dard

s no

t met

.1 O

ther

incl

udes

Am

eric

an In

dian

, Ala

ska

Nat

ive,

Asi

an o

r Pa

cific

Isla

nder

, and

, in

2003

–04,

mor

e th

an o

ne r

ace.

Res

pond

ents

who

iden

tifie

d th

emse

lves

as

bein

g of

His

pani

c or

igin

are

clas

sifie

d as

His

pani

c, r

egar

dles

s of

thei

r ra

ce.

2 El

emen

tary

sch

ools

are

def

ined

as

scho

ols

in w

hich

the

low

est g

rade

is le

ss th

an o

r eq

ual t

o gr

ade

6 an

d th

e hi

ghes

t gra

de is

less

than

or

equa

l to

grad

e 8.

Sec

onda

ry s

choo

ls a

re d

efin

ed

as s

choo

ls in

whi

ch th

e lo

wes

t gra

de is

gre

ater

than

or

equa

l to

grad

e 7.

3 Th

e pu

blic

sec

tor

incl

udes

pub

lic, p

ublic

cha

rter

, and

Bur

eau

of In

dian

Affa

irs

scho

ol te

ache

rs.

NO

TE: T

each

ers

who

taug

ht o

nly

prek

inde

rgar

ten

stud

ents

are

exc

lude

d. P

opul

atio

n si

zes

for

teac

hers

are

2,9

30,0

00 in

199

3–94

; 3,4

52,0

00 in

199

9–20

00; a

nd 3

,704

,000

in 2

003–

04.

Det

ail m

ay n

ot s

um to

tota

ls b

ecau

se o

f rou

ndin

g. E

stim

ates

of n

umbe

r of

rep

orts

are

rou

nded

to th

e ne

ares

t 100

. Fig

ures

wer

e re

vise

d an

d m

ay d

iffer

from

pre

viou

sly

publ

ishe

d da

ta.

SOU

RC

E: U

.S. D

epar

tmen

t of E

duca

tion,

Nat

iona

l Cen

ter

for

Educ

atio

n St

atis

tics,

Sch

ools

and

Sta

ffing

Sur

vey

(SA

SS),

“Pub

lic S

choo

l Tea

cher

Que

stio

nnai

re,”

199

3–94

, 199

9–20

00, a

nd

2003

–04;

“Pr

ivat

e Sc

hool

Tea

cher

Qu e

stio

nnai

re,”

199

3–94

, 199

9–20

00, a

nd 2

003–

04; “

Cha

rter

Sch

ool Q

uest

ionn

aire

,” 1

999–

2000

; and

“B

urea

u of

Indi

an A

ffair

s Te

ache

r Q

uest

ionn

aire

,”

1999

–200

0 an

d 20

03–0

4.

Perc

ent

Num

ber

Tabl

e 5.

2.

Perc

enta

ge a

nd n

umbe

r of

pub

lic a

nd p

riva

te s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

phys

ical

ly a

ttac

ked

by a

stu

dent

fro

m s

choo

l

duri

ng t

he p

revi

ous

12 m

onth

s, b

y ur

bani

city

and

sel

ecte

d te

ache

r an

d sc

hool

cha

ract

eris

tics

: 199

3–94

, 199

9–20

00, a

nd 2

003–

04

—C

onti

nued


Tabl

e 5.

3.—

Perc

enta

ge a

nd n

umbe

r of

pub

lic s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

thre

aten

ed w

ith

inju

ry b

y a

stud

ent

from

sch

ool d

urin

g

Tabl

e 5.

3.—

the

prev

ious

12

mon

ths,

by

stat

e: 1

993–

94, 1

999–

2000

, and

200

3–04

Stat

e19

93–9

419

99–2

000

2003

–04

1993

–94

1999

–200

020

03–0

4St

ate

1993

–94

1999

–200

020

03–0

419

93–9

419

99–2

000

2003

–04

U

nite

d St

ates

12.8

9.6

7.5

326,

300

287,

700

242,

500

Ala

bam

a13

.38.

86.

16,

000

4,40

03,

100

Mon

tana

7.7

8.4

6.1

1,00

01,

000

800

Ala

ska

13.7

10.9

8.9

1,10

090

080

0N

ebra

ska

10.4

9.9

7.5

2,10

02,

300

1,90

0A

rizo

na13

.09.

56.

94,

900

4,70

03,

900

Nev

ada

13.2

11.6

7.3

1,70

02,

000

1,50

0A

rkan

sas

13.8

10.1

4.8

4,20

03,

100

1,80

0N

ew H

amps

hire

11.1

8.8

5.8

1,40

01,

300

1,00

0C

alifo

rnia

7.4

5.8

6.1

15,4

0016

,200

17,2

00N

ew Je

rsey

7.9

7.5

4.3

6,60

07,

400

4,90

0C

olor

ado

13.1

6.6

3.8

4,70

02,

800

1,90

0N

ew M

exic

o12

.810

.27.

82,

500

2,20

01,

700

Con

nect

icut

11.9

9.1

6.9

4,20

03,

800

3,10

0N

ew Y

ork

16.2

11.5

10.5

28,9

0023

,900

24,4

00D

elaw

are

18.7

11.4

7.7

1,30

090

060

0N

orth

Car

olin

a17

.112

.88.

712

,400

11,0

008,

300

Dis

tric

t of C

olum

bia

24.4

22.3

18.0

1,20

01,

300

900

Nor

th D

akot

a5.

55.

75.

650

050

060

0Fl

orid

a20

.112

.211

.221

,400

15,8

0017

,600

Ohi

o15

.29.

66.

216

,900

11,8

008,

300

Geo

rgia

14.0

9.5

6.4

10,5

008,

400

6,50

0O

klah

oma

11.0

8.5

6.1

4,60

03,

900

2,80

0H

awai

i9.

99.

49.

11,

100

1,10

01,

200

Ore

gon

11.5

6.9

5.5

2,90

02,

000

1,60

0Id

aho

9.8

7.9

5.4

1,20

01,

100

800

Penn

sylv

ania

11.0

9.5

9.5

12,6

0012

,000

11,9

00Ill

inoi

s10

.88.

28.

012

,100

11,2

0011

,000

Rho

de Is

land

13.4

10.2

4.6

!1,

200

1,20

060

0!

Indi

ana

13.8

7.6

7.2

8,00

04,

600

4,50

0So

uth

Car

olin

a15

.311

.58.

66,

000

5,00

04,

000

Iow

a9.

410

.74.

93,

400

4,10

01,

900

Sout

h D

akot

a6.

57.

95.

370

090

060

0K

ansa

s10

.86.

03.

73,

400

2,00

01,

400

Tenn

esse

e12

.513

.36.

65,

900

7,70

04,

200

Ken

tuck

y14

.012

.67.

95,

800

5,40

03,

800

Texa

s12

.78.

97.

728

,300

23,8

0022

,200

Loui

sian

a17

.013

.49.

98,

300

6,80

05,

100

Uta

h11

.28.

15.

22,

200

1,90

01,

200

Mai

ne9.

011

.75.

21,

400

2,00

01,

000

Ver

mon

t12

.49.

94.

990

090

050

0M

aryl

and

19.9

10.7

13.5

8,70

05,

800

8,00

0V

irgi

nia

14.9

12.1

6.5

9,70

09,

800

6,00

0M

assa

chus

etts

10.8

11.3

6.4

6,30

08,

900

5,40

0W

ashi

ngto

n12

.810

.06.

86,

200

5,50

04,

300

Mic

higa

n10

.88.

09.

38,

900

8,00

09,

200

Wes

t Vir

gini

a11

.410

.07.

22,

400

2,30

01,

600

Min

neso

ta9.

69.

58.

24,

200

5,50

05,

000

Wis

cons

in13

.810

.14.

78,

600

6,80

03,

500

Mis

siss

ippi

13.4

11.1

5.5

4,00

03,

700

1,90

0W

yom

ing

9.0

6.7

3.8

!70

050

030

0!

Mis

sour

i12

.611

.38.

37,

800

7,20

06,

200

! In

terp

ret d

ata

with

cau

tion.

NO

TE: T

each

ers

who

taug

ht o

nly

prek

inde

rgar

ten

stud

ents

are

exc

lude

d. P

riva

te s

choo

l tea

cher

s ar

e ex

clud

ed b

ecau

se th

e da

ta a

re n

ot s

tate

rep

rese

ntat

ive.

The

pub

lic s

ecto

r in

clud

es

publ

ic, p

ublic

cha

rter

, and

Bur

eau

of In

dian

Affa

irs

scho

ol te

ache

rs. P

opul

atio

n si

zes

for

teac

hers

are

2,9

30,0

00 in

199

3–94

; 3,4

52,0

00 in

199

9–20

00; a

nd 3

,704

,000

in 2

003–

04. D

etai

l m

ay n

ot s

um to

tota

ls b

ecau

se o

f rou

ndin

g. E

stim

ates

of n

umbe

r of

rep

orts

are

rou

nded

to th

e ne

ares

t 100

.SO

UR

CE:

U.S

. Dep

artm

ent o

f Edu

catio

n, N

atio

nal C

ente

r fo

r Ed

ucat

ion

Stat

istic

s, S

choo

ls a

nd S

taffi

ng S

urve

y (S

ASS

), “P

ublic

Sch

ool T

each

er Q

uest

ionn

aire

,” 1

993–

94, 1

999–

2000

, and

20

03–0

4; “

Cha

rter

Sch

ool Q

uest

ionn

aire

,” 1

999–

2000

; and

“B

urea

u of

Indi

an A

ffair

s Te

ache

r Q

uest

ionn

aire

,” 1

999–

2000

and

200

3–04

.

Num

ber

Num

ber

Perc

ent

Perc

ent

Tabl

e 5.

3.

Perc

enta

ge a

nd n

umbe

r of

pub

lic s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

thre

aten

ed w

ith

inju

ry b

y a

stud

ent

from

sch

ool d

urin

g th

e

prev

ious

12

mon

ths,

by

stat

e: 1

993–

94, 1

999–

2000

, and

200

3–04


Tabl

e 5.

4.—

Perc

enta

ge a

nd n

umbe

r of

pub

lic s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

phys

ical

ly a

ttac

ked

by a

stu

dent

from

sch

ool d

urin

g th

e

Tabl

e 5.

4.—

prev

ious

12

mon

ths,

by

stat

e: 1

993–

94, 1

999–

2000

, and

200

3–04

Stat

e19

93–9

419

99–2

000

2003

–04

1993

–94

1999

–200

020

03–0

4St

ate

1993

–94

1999

–200

020

03–0

419

93–9

419

99–2

000

2003

–04

U

nite

d St

ates

4.4

4.2

3.7

111,

300

125,

100

120,

000

Ala

bam

a3.

23.

82.

71,

400

1,90

01,

400

Mon

tana

2.7

2.7

1.9

300

300

200

Ala

ska

6.6

5.2

6.0

500

400

500

Neb

rask

a3.

63.

84.

170

090

01,

100

Ari

zona

3.6

4.5

2.6

1,30

02,

200

1,50

0N

evad

a4.

58.

13.

7!

600

1,40

070

0!

Ark

ansa

s3.

02.

52.

790

080

01,

000

New

Ham

pshi

re3.

04.

22.

8!

400

600

500

!C

alifo

rnia

2.9

2.5

2.0

6,00

06,

900

5,80

0N

ew Je

rsey

2.4

3.4

2.0

!2,

000

3,30

02,

200

!C

olor

ado

4.9

3.1

1.5

!1,

800

1,30

070

0!

New

Mex

ico

4.4

6.7

5.8

800

1,50

01,

300

Con

nect

icut

3.5

4.1

2.8

1,20

01,

700

1,20

0N

ew Y

ork

6.7

5.2

6.6

12,0

0010

,900

15,3

00D

elaw

are

7.1

5.3

3.1

!50

040

020

0!

Nor

th C

arol

ina

6.0

5.5

4.4

4,30

04,

800

4,20

0D

istr

ict o

f Col

umbi

a8.

49.

15.

240

050

030

0N

orth

Dak

ota

2.9

2.1

2.3

200

200

200

Flor

ida

4.9

6.7

6.5

5,20

08,

600

10,2

00O

hio

3.6

2.9

2.5

!4,

000

3,50

03,

400

!G

eorg

ia3.

43.

64.

62,

500

3,10

04,

700

Okl

ahom

a3.

84.

43.

01,

600

2,00

01,

400

Haw

aii

2.9

3.2

5.4

300

400

700

Ore

gon

3.4

3.1

1.4

!90

090

040

0!

Idah

o4.

24.

42.

5!

500

600

400

!Pe

nnsy

lvan

ia3.

64.

54.

94,

100

!5,

700

6,20

0Ill

inoi

s4.

42.

72.

3!

4,90

03,

700

3,20

0!

Rho

de Is

land

4.2

4.8

2.4

!40

060

030

0!

Indi

ana

3.0

3.0

4.1

!1,

700

1,80

02,

600

!So

uth

Car

olin

a3.

85.

33.

21,

500

2,30

01,

500

Iow

a4.

33.

92.

41,

500

1,50

090

0S o

uth

Dak

ota

2.6

4.0

2.8

300

500

300

Kan

sas

3.8

2.9

3.3

1,20

01,

000

1,20

0Te

nnes

see

3.5

2.6

3.5

1,70

01,

500

2,20

0!

Ken

tuck

y3.

84.

52.

71,

600

1,90

01,

300

!Te

xas

4.0

4.8

3.9

9,00

012

,800

11,2

00Lo

uisi

ana

6.6

5.0

2.7

3,20

02,

600

1,40

0U

tah

7.0

2.6

4.1

1,40

060

01,

000

Mai

ne2.

46.

33.

3!

400

1,10

060

0!

Ver

mon

t8.

65.

3‡

600

500

‡

Mar

ylan

d8.

64.

66.

53,

800

2,50

03,

900

Vir

gini

a6.

94.

92.

7!

4,50

03,

900

2,50

0!

Mas

sach

uset

ts4.

74.

33.

92,

800

3,40

03,

200

Was

hing

ton

4.7

5.1

4.2

2,30

02,

800

2,60

0M

ichi

gan

6.5

3.8

4.9

5,30

03,

800

4,90

0W

est V

irgi

nia

3.0

3.4

3.2

600

800

700

Min

neso

ta4.

54.

53.

62,

000

2,60

02,

200

Wis

cons

in4.

04.

42.

32,

500

3,00

01,

700

!M

issi

ssip

pi4.

13.

70.

9!

1,20

01,

200

300

!W

yom

ing

2.7

2.5

‡20

020

0‡

Mis

sour

i3.

25.

65.

52,

000

3,60

04,

100

! In

terp

ret d

ata

with

cau

tion.

‡ R

epor

ting

stan

dard

s no

t met

.N

OTE

: Tea

cher

s w

ho ta

ught

onl

y pr

ekin

derg

arte

n st

uden

ts a

re e

xclu

ded.

Pri

vate

sch

ool t

each

ers

are

excl

ude d

bec

ause

the

data

are

not

sta

te r

epre

sent

ativ

e. T

he p

ublic

sec

tor

incl

udes

pu

blic

, pub

lic c

hart

er, a

nd B

urea

u of

Indi

an A

ffair

s sc

hool

teac

hers

. Pop

ulat

ion

size

s fo

r te

ache

rs a

re 2

,930

,000

in 1

993–

94; 3

,452

,000

in 1

999–

2000

; and

3,7

04,0

00 in

200

3–04

. Det

ail

may

not

sum

to to

tals

bec

ause

of r

ound

ing.

Est

imat

es o

f num

ber

of r

epor

ts a

re r

ound

ed to

the

near

est 1

00.

SOU

RC

E: U

.S. D

epar

tmen

t of E

duca

tion,

Nat

iona

l Cen

ter

for

E duc

atio

n St

atis

tics,

Sch

ools

and

Sta

ffing

Sur

vey

(SA

SS),

“Pub

lic S

choo

l Tea

cher

Que

stio

nnai

re,”

199

3–94

, 199

9–20

00, a

nd

2003

–04;

“C

hart

er S

choo

l Que

stio

nnai

re,”

199

9–20

00; a

nd “

Bur

eau

of In

dian

Affa

irs

Teac

her

Que

stio

nnai

re,”

199

9–20

00 a

nd 2

003–

04.

Num

ber

Num

ber

Perc

ent

Perc

ent

Tabl

e 5.

4.

Perc

enta

ge a

nd n

umbe

r of

pub

lic s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

phys

ical

ly a

ttac

ked

by a

stu

dent

fro

m s

choo

l dur

ing

the

pr

evio

us 1

2 m

onth

s, b

y st

ate:

199

3–94

, 199

9–20

00, a

nd 2

003–

04


Tabl

e 6.

1.—

Perc

enta

ge o

f pub

lic s

choo

ls e

xper

ienc

ing

and

repo

rtin

g in

cide

nts

of c

rim

e th

at o

ccur

red

at s

choo

l, nu

mbe

r of

inci

dent

s, a

nd t

he r

ate

per

Tabl

e 6.

1.—

1,00

0 st

uden

ts, b

y ty

pe o

f cri

me:

199

9–20

00 a

nd 2

003–

04

1999

–200

019

99–2

000

Perc

ent

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t Pe

rcen

t N

umbe

rR

ate

per

ofof

of10

00of

ofof

1000

Type

of c

rim

esc

hool

s sc

hool

s in

cide

nts

stud

ents

scho

ols

scho

ols

inci

dent

sst

uden

ts

T

otal

86.4

88.5

2,13

3,20

045

.762

.565

.276

4,40

016

.4

Vio

lent

inci

dent

s171

.481

.41,

553,

300

33.3

36.0

43.6

387,

800

8.3

Phy

sica

l atta

ck o

r fig

ht w

ithou

t wea

pon

63.7

76.7

932,

100

20.0

25.8

35.6

249,

700

5.3

Thr

eat o

f atta

ck w

ithou

t wea

pon

52.2

53.0

566,

000

12.1

18.9

21.0

107,

100

2.3

Ser

ious

vio

lent

inci

dent

s219

.718

.355

,200

1.2

14.8

13.3

31,0

000.

7

R

ape

or a

ttem

pted

rap

e0.

70.

880

0#

0.6

0.8

800

#

S

exua

l bat

tery

oth

er th

an r

ape

2.5

3.0

5,40

00.

12.

32.

64,

400

0.1

P

hysi

cal a

ttack

or

fight

with

wea

pon

5.2

4.0

12,3

000.

33.

92.

86,

000

0.1

T

hrea

t of a

ttack

with

wea

pon

11.1

8.6

19,2

000.

48.

56.

09,

900

0.2

R

obbe

ry w

ith a

wea

pon

0.5

!0.

61,

300

!#

0.3

!0.

61,

300

!#

R

obbe

ry w

ithou

t a w

eapo

n5.

36.

316

,100

0.3

3.4

4.2

8,60

00.

2

Thef

t345

.646

.019

9,80

04.

328

.530

.511

3,30

02.

4

See

note

s at

end

of t

able

.

2003

–04

2003

–04

Expe

rien

ced

vari

ous

type

s of

cri

me

Rep

orte

d to

pol

ice

Tabl

e 6.

1.

Perc

enta

ge o

f pu

blic

sch

ools

exp

erie

ncin

g an

d re

port

ing

inci

dent

s of

cri

me

that

occ

urre

d at

sch

ool,

num

ber

of in

cide

nts,

and

the

rat

e pe

r

1,00

0 st

uden

ts, b

y ty

pe o

f cr

ime:

199

9–20

00 a

nd 2

003–

04


Tabl

e 6.

1.—

Perc

enta

ge o

f pub

lic s

choo

ls e

xper

ienc

ing

and

repo

rtin

g in

cide

nts

of c

rim

e th

at o

ccur

red

at s

choo

l, nu

mbe

r of

inci

dent

s, a

nd t

he r

ate

per

Tabl

e 6.

1.—

1,00

0 st

uden

ts, b

y ty

pe o

f cri

me:

199

9–20

00 a

nd 2

003–

04—

Con

tinu

ed

1999

–200

019

99–2

000

Perc

ent

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t Pe

rcen

t N

umbe

rR

ate

per

ofof

of10

00of

ofof

1000

Type

of c

rim

esc

hool

s sc

hool

s in

cide

nts

stud

ents

scho

ols

scho

ols

inci

dent

sst

uden

ts

Oth

er in

cide

nts4

72.7

64.0

380,

100

8.1

52.0

50.0

263,

300

5.6

Pos

sess

fire

arm

/exp

losi

ve d

evic

e5.

56.

17,

500

0.2

4.5

4.9

6,20

00.

1

Pos

sess

kni

fe o

r sh

arp

obje

ct5

42.6

15.9

30,2

000.

623

.012

.122

,600

0.5

Dis

trib

utio

n of

ille

gal d

rugs

12.3

12.9

32,6

000.

711

.412

.430

,700

0.7

Pos

sess

ion

or u

se o

f alc

ohol

or

illeg

al d

rugs

26.6

29.3

131,

300

2.8

22.2

26.0

109,

200

2.3

Sex

ual h

aras

smen

t36

.3—

——

14.7

——

—

Van

dalis

m51

.451

.417

8,50

03.

832

.734

.394

,700

2.0

— N

ot a

vaila

ble.

# R

ound

s to

zer

o.!

Inte

rpre

t dat

a w

ith c

autio

n.

1 V

iole

nt in

cide

nts

incl

ude

rape

, sex

ual b

atte

ry o

ther

than

rap

e, p

hysi

cal a

ttack

or

fight

with

or

with

out a

wea

pon,

thre

at o

f phy

sica

l atta

ck w

ith o

r w

ithou

t a w

eapo

n, a

nd r

obbe

ry w

ith o

r

with

out a

wea

pon.

Ser

ious

vio

lent

inci

dent

s ar

e al

so in

clud

ed in

vio

lent

inci

dent

s.2 Se

riou

s vi

olen

t inc

iden

ts in

clud

e ra

pe, s

exua

l bat

tery

oth

er th

an r

ape,

phy

sica

l atta

ck o

r fig

ht w

ith a

wea

pon,

thre

at o

f phy

sica

l atta

ck w

ith a

wea

pon,

and

rob

bery

with

or

with

out a

wea

pon.

3 Th

eft/l

arce

ny (t

akin

g th

ings

ove

r $1

0 w

ithou

t per

sona

l con

fron

tatio

n) w

as d

efin

ed fo

r re

spon

dent

s as

“th

e un

law

ful t

akin

g of

ano

ther

per

son’

s pr

oper

ty w

ithou

t per

sona

l con

fron

tatio

n,

thre

at, v

iole

nce,

or

bodi

ly h

arm

. Inc

lude

d ar

e po

cket

pic

king

, ste

alin

g pu

rse

or b

ackp

ack

(if le

ft un

atte

nded

or

no fo

rce

was

use

d to

take

it fr

om o

wne

r), t

heft

from

a b

uild

ing,

thef

t fro

m a

m

otor

veh

icle

or

mot

o r v

ehic

le p

arts

or

acce

ssor

ies,

thef

t of b

icyc

les,

thef

t fro

m v

endi

ng m

achi

nes,

and

all

othe

r ty

pes

of th

efts

.”4 O

ther

inci

dent

s in

clud

e po

sses

sion

of a

fire

arm

or

expl

osiv

e de

vice

, pos

sess

ion

of a

kni

fe o

r sh

arp

obje

ct, d

istr

ibut

ion

of il

lega

l dru

gs, p

osse

ssio

n or

use

of a

lcoh

ol o

r ill

egal

dru

gs, o

r

vand

alis

m.

5 Th

e qu

estio

nnai

re w

ordi

ng fo

r po

sses

sion

of a

kni

fe o

r sh

arp

obje

ct c

hang

ed b

etw

een

1999

–200

0 an

d 20

03–0

4. In

199

9–20

00, t

he q

uest

ion

aske

d ab

out p

osse

ssio

n of

a k

nife

or

shar

p

obje

ct. I

n 20

03–0

4, th

e qu

estio

n w

as c

han g

ed to

ref

er to

pos

sess

ion

of a

kni

fe o

r sh

arp

obje

ct w

ith in

tent

to h

arm

.N

OTE

: Eith

er s

choo

l pri

ncip

als

or th

e pe

rson

mos

t kno

wle

dgea

ble

abou

t dis

cipl

ine

issu

es a

t sch

ool c

ompl

eted

the

SSO

CS

ques

tionn

aire

. “A

t sch

ool”

was

def

ined

for

resp

onde

nts

to in

clud

e ac

tiviti

es th

at h

appe

n in

sch

ool b

uild

ings

, on

scho

ol g

roun

ds, o

n sc

hool

bus

es, a

nd a

t pla

ces

that

hol

d sc

hool

-spo

nsor

ed e

vent

s or

act

iviti

es. R

espo

nden

ts w

ere

inst

ruct

ed to

res

pond

onl

y fo

r th

ose

times

that

wer

e du

ring

nor

mal

sch

ool h

ours

or

whe

n sc

hool

act

iviti

es o

r ev

ents

wer

e in

ses

sion

, unl

ess

the

surv

ey s

peci

fied

othe

rwis

e. P

opul

atio

n si

ze o

f pub

lic s

choo

ls is

82,

000

in 1

999–

2000

and

80,

500

in 2

003–

04. D

etai

l may

not

sum

to to

tals

bec

ause

of r

ound

ing.

Est

imat

es o

f num

ber

of in

cide

nts

and

scho

ols

are

roun

ded

to th

e ne

are s

t 100

.SO

UR

CE:

U.S

. Dep

artm

ent o

f Edu

catio

n, N

atio

nal C

ente

r fo

r Ed

ucat

ion

Stat

istic

s, S

choo

l Sur

vey

on C

rim

e an

d Sa

fety

(SSO

CS)

, 200

0 an

d 20

04.

Expe

rien

ced

vari

ous

type

s of

cri

me

Rep

orte

d to

pol

ice

2003

–04

2003

–04

Tabl

e 6.

1.

Perc

enta

ge o

f pu

blic

sch

ools

exp

erie

ncin

g an

d re

port

ing

inci

dent

s of

cri

me

that

occ

urre

d at

sch

ool,

num

ber

of in

cide

nts,

and

the

rat

e pe

r

1,00

0 st

uden

ts, b

y ty

pe o

f cr

ime:

199

9–20

00 a

nd 2

003–

04—

Con

tinu

ed


Tabl

e 6.

2.—

Perc

enta

ge o

f pub

lic s

choo

ls e

xper

ienc

ing

inci

dent

s of

cri

me

that

occ

urre

d at

sch

ool,

num

ber

of in

cide

nts,

and

the

rat

e of

cri

mes

per

Tabl

e 6.

2.—

1,00

0 st

uden

ts, b

y se

lect

ed s

choo

l cha

ract

eris

tics

: 200

3–04

Num

ber

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t N

umbe

rR

ate

per

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t N

umbe

rR

ate

per

ofof

of1,

000

ofof

1,00

0of

of1,

000

ofof

1,00

0

Scho

ol c

hara

cter

istic

scho

ols

scho

ols

inci

dent

sst

uden

tssc

hool

s in

cide

nts

stud

ents

scho

ols

inci

dent

sst

uden

tssc

hool

s in

cide

nts

stud

ents

To

tal

80,5

0081

.41,

553,

300

33.3

18.3

55,2

001.

246

.019

9,80

04.

364

.038

0,10

08.

1

Scho

ol le

vel5

Pri

mar

y48

,800

74.2

638,

500

28.2

13.3

18,9

000.

829

.835

,500

1.6

50.8

78,3

003.

5 M

iddl

e14

,500

93.6

515,

800

52.7

24.4

15,7

001.

663

.354

,100

5.5

82.9

104,

700

10.7

Hig

h sc

hool

10,8

0095

.932

0,10

027

.529

.416

,700

1.4

83.5

93,9

008.

193

.016

8,20

014

.5 C

ombi

ned

6,40

084

.778

,800

29.7

23.9

3,80

0!

1.4

!67

.116

,300

6.2

72.5

29,0

0010

.9

Enro

llmen

t siz

e

Les

s th

an 3

00

19,0

0068

.814

2,60

036

.415

.38,

100

2.1

40.5

18,5

004.

750

.727

,800

7.1

300

–499

23

,500

80.2

330,

600

33.9

14.8

8,40

00.

933

.824

,700

2.5

59.6

51,2

005.

2 5

00–9

99

29,0

0085

.865

6,10

033

.517

.518

,700

1.0

48.9

68,3

003.

567

.213

0,90

06.

7 1

,000

or

mor

e 8,

900

97.5

424,

100

31.6

36.3

20,0

001.

580

.788

,300

6.6

93.3

170,

200

12.7

Urb

anic

ity

City

20

,100

87.7

487,

100

35.9

21.5

20,4

001.

546

.654

,800

4.0

68.7

128,

900

9.5

Urb

an fr

inge

26

,600

80.2

565,

100

30.7

18.5

18,3

001.

046

.080

,000

4.3

65.2

139,

500

7.6

Tow

n 9,

600

86.9

159,

300

32.1

19.2

8,10

01.

645

.019

,900

4.0

67.8

39,7

008.

0 R

ural

24

,200

75.4

341,

800

35.1

15.1

8,40

00.

946

.045

,100

4.6

57.2

72,1

007.

4

Perc

ent m

inor

ity e

nrol

lmen

t6

Les

s th

an 5

per

cent

17,1

0074

.119

3,50

027

.115

.66,

200

0.9

43.1

31,5

004.

458

.351

,500

7.2

5 to

20

perc

ent

19,7

0076

.927

8,90

024

.713

.99,

100

0.8

45.8

50,9

004.

563

.383

,100

7.4

20

to 5

0 pe

rcen

t17

,700

84.5

354,

200

32.0

19.3

10,9

001.

045

.349

,200

4.4

64.6

85,2

007.

7 5

0 pe

rcen

t or

mor

e24

,300

88.0

699,

500

43.4

23.6

28,3

001.

849

.366

,100

4.1

68.0

152,

900

9.5

Perc

ent o

f stu

dent

s el

igib

le fo

r

free

or

redu

ced-

pric

e lu

nch

0–2

0 pe

rcen

t 18

,900

71.3

247,

800

19.0

15.4

10,0

000.

846

.356

,700

4.4

64.4

93,1

007.

2 2

1–50

per

cent

28

,600

82.0

527,

200

32.5

16.2

17,1

001.

146

.678

,800

4.9

65.3

134,

600

8.3

Mor

e th

an 5

0 pe

rcen

t32

,900

86.7

778,

300

44.5

21.8

28,2

001.

645

.464

,400

3.7

62.6

152,

300

8.7

See

note

s at

end

of t

able

.

Vio

lent

inci

dent

s1Se

riou

s vi

olen

t inc

iden

ts2

Thef

t3O

ther

inci

dent

s4

Tabl

e 6.

2.

Perc

enta

ge o

f pu

blic

sch

ools

exp

erie

ncin

g in

cide

nts

of c

rim

e th

at o

ccur

red

at s

choo

l, nu

mbe

r of

inci

dent

s, a

nd t

he r

ate

of c

rim

es p

er

1,

000

stud

ents

, by

sele

cted

sch

ool c

hara

cter

isti

cs: 2

003–

04


Tabl

e 6.

2.—

Perc

enta

ge o

f pub

lic s

choo

ls e

xper

ienc

ing

inci

dent

s of

cri

me

that

occ

urre

d at

sch

ool,

num

ber

of in

cide

nts,

and

the

rat

e of

cri

mes

per

Tabl

e 6.

2.—

1,00

0 st

uden

ts, b

y se

lect

ed s

choo

l cha

ract

eris

tics

: 200

3–04

—C

onti

nued

Num

ber

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t N

umbe

rR

ate

per

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t N

umbe

rR

ate

per

ofof

of1,

000

ofof

1,00

0of

of1,

000

ofof

1,00

0

Scho

ol c

hara

cter

istic

scho

ols

scho

ols

inci

dent

sst

uden

tssc

hool

s in

cide

nts

stud

ents

scho

ols

inci

dent

sst

uden

tssc

hool

s in

cide

nts

stud

ents

Stud

ent/t

each

er r

atio

7

Les

s th

an 1

235

,800

77.1

528,

000

34.8

17.9

19,0

001.

345

.566

,300

4.4

61.2

118,

000

7.8

12–

1629

,800

84.1

629,

400

32.3

15.6

22,0

001.

145

.281

,900

4.2

64.9

152,

000

7.8

Mor

e th

an 1

614

,800

86.7

395,

900

32.9

24.7

14,1

001.

249

.251

,600

4.3

68.7

110,

100

9.1

! In

terp

ret d

ata

with

cau

tion.

1 V

iole

nt in

cide

nts

incl

ude

rape

, sex

ual b

atte

ry o

ther

than

rap

e, p

hysi

cal a

ttack

or

fight

with

or

with

out a

wea

pon,

thre

at o

f phy

sica

l atta

ck w

ith o

r w

ithou

t a w

eapo

n, a

nd r

obbe

ry w

ith o

r

with

out a

wea

pon.

Ser

ious

vio

lent

inci

dent

s ar

e al

so in

clud

ed in

vio

lent

inci

dent

s.2 Se

riou

s vi

olen

t inc

iden

ts in

clud

e ra

pe, s

exua

l bat

tery

oth

er th

an r

ape,

phy

sica

l atta

ck o

r fig

ht w

ith a

wea

pon,

thre

at o

f phy

sica

l atta

ck w

ith a

wea

pon,

and

rob

bery

with

or

with

out a

wea

pon.

3 Th

eft/l

arce

ny (t

akin

g th

ings

ove

r $1

0 w

ithou

t per

sona

l con

fron

tatio

n) w

as d

efin

ed fo

r re

spon

dent

s as

“th

e un

law

ful t

akin

g of

ano

ther

per

son’

s pr

oper

ty w

ithou

t per

sona

l con

fron

tatio

n,

thre

at, v

iole

nce,

or

bodi

ly h

arm

. Inc

lude

d ar

e po

cket

pic

king

, ste

alin

g pu

rse

or b

ackp

ack

(if le

ft un

atte

nded

or

no fo

rce

was

use

d to

take

it fr

om o

wne

r), t

heft

from

a b

uild

ing,

thef

t fro

m a

m

otor

veh

icle

or

mot

o r v

ehic

le p

arts

or

acce

ssor

ies,

thef

t of b

icyc

les,

thef

t fro

m v

endi

ng m

achi

nes,

and

all

othe

r ty

pes

of th

efts

.”4 O

ther

inci

dent

s in

clud

e po

sses

sion

of a

fire

arm

or

expl

osiv

e de

vice

, pos

sess

ion

of a

kni

fe o

r sh

arp

obje

ct, d

istr

ibut

ion

of il

lega

l dru

gs, p

osse

ssio

n or

use

of a

lcoh

ol o

r ill

egal

dru

gs, o

r

vand

alis

m.

5 Pr

imar

y sc

hool

s ar

e de

fined

as

scho

ols

in w

hich

the

low

est g

rade

is n

ot h

ighe

r th

an g

rade

3 a

nd th

e hi

ghes

t gra

de is

not

hig

her

than

gra

de 8

. Mid

dle

scho

ols

are

defin

ed a

s sc

hool

s in

whi

ch th

e lo

wes

t gra

de is

not

low

er th

an g

rade

4 a

nd th

e hi

ghes

t gra

de is

not

hig

her

than

gra

de 9

. Hig

h sc

hool

s ar

e de

fined

as

scho

ols

in w

hich

the

low

est g

rade

is n

ot lo

wer

than

gra

de 9

. C

ombi

ned

scho

ols

incl

ude

all o

ther

com

bina

tions

of g

rade

s, in

clud

ing

K–1

2 sc

hool

s.6 Th

ese

estim

ates

exc

lude

dat

a fr

om T

enne

ssee

bec

ause

sch

ools

in th

is s

tate

did

not

rep

ort e

stim

ates

of s

tude

nt r

ace/

ethn

icity

. 7 St

uden

t/tea

cher

rat

io w

as c

alcu

late

d by

div

idin

g th

e to

tal n

umbe

r of

stu

dent

s en

rolle

d in

the

scho

ol b

y th

e to

tal n

umbe

r of

full-

time-

equi

vale

nt (F

TE) t

each

ers

and

aide

s. T

he to

tal n

umbe

r

of F

TE te

ache

rs a

nd a

ide s

is a

com

bina

tion

of th

e fu

ll-tim

e an

d pa

rt-t

ime

teac

hers

and

aid

es, i

nclu

ding

spe

cial

edu

catio

n te

ache

rs a

nd a

ides

, with

an

adju

stm

ent f

or p

art-

time

stat

us.

NO

TE: E

ither

sch

ool p

rinc

ipal

s or

the

pers

on m

o st k

now

ledg

eabl

e ab

out d

isci

plin

e is

sues

at s

choo

l com

plet

ed th

e SS

OC

S qu

estio

nnai

re. “

At s

choo

l” w

as d

efin

ed fo

r re

spon

dent

s to

incl

ude

activ

ities

that

hap

pen

in s

choo

l bui

ldin

gs, o

n sc

hool

gro

unds

, on

scho

ol b

uses

, and

at p

lace

s th

at h

old

scho

ol-s

pons

ored

eve

nts

or a

ctiv

ities

. Res

pond

ents

wer

e in

stru

cted

to r

espo

nd o

nly

for

thos

e tim

es th

at w

ere

duri

ng n

orm

al s

choo

l hou

rs o

r w

hen

scho

ol a

ctiv

ities

or

even

ts w

ere

in s

essi

on, u

nles

s th

e su

rvey

spe

cifie

d ot

herw

ise.

Pop

ulat

ion

size

of p

ublic

sch

ools

is 8

2,00

0 in

199

9–20

00 a

nd 8

0,50

0 in

200

3–04

. Det

ail m

ay n

ot s

um to

tota

ls b

ecau

se o

f rou

ndin

g. E

stim

ates

of n

umbe

r of

inci

dent

s an

d sc

hool

s ar

e ro

unde

d to

the

near

est 1

00.

SOU

RC

E: U

.S. D

epar

tmen

t of E

duca

tion,

Nat

iona

l Cen

ter

for

Educ

atio

n St

atis

tics,

Sch

ool S

urve

y on

Cri

me

and

Safe

ty (S

SOC

S), 2

004.

Vio

lent

inci

dent

s1Se

riou

s vi

olen

t inc

iden

ts2

Thef

t3O

ther

inci

dent

s4

Tabl

e 6.

2.

Perc

enta

ge o

f pu

blic

sch

ools

exp

erie

ncin

g in

cide

nts

of c

rim

e th

at o

ccur

red

at s

choo

l, nu

mbe

r of

inci

dent

s, a

nd t

he r

ate

of c

rim

es p

er

1,

000

stud

ents

, by

sele

cted

sch

ool c

hara

cter

isti

cs: 2

003–

04—

Con

tinu

ed


Tabl

e 6.

3.—

Perc

enta

ge o

f pub

lic s

choo

ls r

epor

ting

inci

dent

s of

cri

me

that

occ

urre

d at

sch

ool t

o th

e po

lice,

num

ber

of in

cide

nts,

and

the

rat

e of

Tabl

e 6.

3.—

crim

es p

er 1

,000

stu

dent

s, b

y se

lect

ed s

choo

l cha

ract

eris

tics

: 200

3–04

Num

ber

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t N

umbe

rR

ate

per

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t N

umbe

rR

ate

per

of

ofof

1,00

0of

of1,

000

ofof

1,00

0of

of1,

000

Scho

ol c

hara

cter

istic

scho

ols

scho

ols

inci

dent

sst

uden

tssc

hool

s in

cide

nts

stud

ents

scho

ols

inci

dent

sst

uden

tssc

hool

s in

cide

nts

stud

ents

To

tal

80,5

0043

.638

7,80

08.

313

.331

,000

0.7

30.5

113,

300

2.4

50.0

263,

300

5.6

Scho

ol le

vel5

Pri

mar

y48

,800

27.9

63,5

002.

87.

66,

000

0.3

16.1

14,4

000.

634

.543

,900

1.9

Mid

dle

14,5

0066

.914

3,10

014

.620

.59,

200

0.9

43.8

27,4

002.

870

.667

,300

6.9

Hig

h sc

hool

10,8

0078

.715

5,40

013

.427

.114

,000

1.2

67.3

60,5

005.

287

.913

2,50

011

.4 C

ombi

ned

6,40

051

.825

,800

9.7

16.5

1,90

0!

0.7

!47

.911

,000

4.1

57.3

19,5

007.

4

Enro

llmen

t siz

e

Les

s th

an 3

00

19,0

0026

.428

,400

!7.

3!

8.8

3,20

0!

0.8

!21

.18,

800

2.3

34.9

17,0

004.

4 3

00–4

99

23,5

0037

.653

,100

5.4

9.3

3,20

00.

321

.212

,700

1.3

45.0

31,0

003.

2 5

00–9

99

29,0

0048

.113

9,90

07.

113

.69,

400

0.5

33.7

36,0

001.

852

.281

,600

4.2

1,0

00 o

r m

ore

8,90

081

.916

6,40

012

.432

.015

,300

1.1

64.6

55,7

004.

187

.913

3,70

010

.0

Urb

anic

ity

Cit y

20

,100

47.3

123,

500

9.1

17.2

12,1

000.

935

.032

,800

2.4

55.1

92,3

006.

8 U

rban

frin

ge

26,6

0044

.014

4,50

07.

813

.611

,200

0.6

30.2

46,6

002.

551

.495

,300

5.2

Tow

n 9,

600

52.3

46,4

009.

413

.13,

300

0.7

32.6

12,3

002.

555

.728

,300

5.7

Rur

al

24,2

0036

.873

,400

7.5

9.8

4,40

00.

526

.421

,500

2.2

42.0

47,3

004.

9

Perc

ent m

inor

ity e

nrol

lmen

t6

Les

s th

an 5

per

cent

17,1

0040

.343

,200

6.1

10.6

2,70

00.

428

.317

,900

2.5

43.4

33,1

004.

6 5

to 2

0 pe

rcen

t19

,700

37.3

69,1

006.

18.

94,

300

0.4

29.0

28,3

002.

548

.657

,400

5.1

20

to 5

0 pe

rcen

t17

,700

46.9

91,2

008.

214

.06,

000

0.5

30.0

29,0

002.

650

.759

,100

5.3

50

perc

ent o

r m

ore

24,3

0050

.017

8,80

011

.118

.217

,400

1.1

34.4

36,9

002.

355

.210

8,60

06.

7

Perc

ent o

f stu

dent

s el

igib

le fo

r

free

or

redu

ced-

pric

e lu

nch

0–2

0 pe

rcen

t 18

,900

39.5

82,0

006.

311

.56,

700

0.5

34.3

36,2

002.

850

.366

,100

5.1

21–

50 p

erce

nt

28,6

0044

.612

7,40

07.

912

.17,

900

0.5

29.7

42,5

002.

650

.592

,800

5.7

Mor

e th

an 5

0 pe

rcen

t32

,900

45.2

178,

500

10.2

15.3

16,5

000.

929

.134

,600

2.0

49.4

104,

400

6.0

See

note

s at

end

of t

able

.

Vio

lent

inci

dent

s1Se

riou

s vi

olen

t inc

iden

ts2

Thef

t3O

ther

inci

dent

s4

Tabl

e 6.

3.

Perc

enta

ge o

f pu

blic

sch

ools

rep

orti

ng in

cide

nts

of c

rim

e th

at o

ccur

red

at s

choo

l to

the

polic

e, n

umbe

r of

inci

dent

s, a

nd t

he r

ate

of

crim

es p

er 1

,000

stu

dent

s, b

y se

lect

ed s

choo

l cha

ract

eris

tics

: 200

3–04


Tabl

e 6.

3.—

Perc

enta

ge o

f pub

lic s

choo

ls r

epor

ting

inci

dent

s of

cri

me

that

occ

urre

d at

sch

ool t

o th

e po

lice,

num

ber

of in

cide

nts,

and

the

rat

e of

Tabl

e 6.

3.—

crim

es p

er 1

,000

stu

dent

s, b

y se

lect

ed s

choo

l cha

ract

eris

tics

: 200

3–04

—C

onti

nued

Num

ber

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t N

umbe

rR

ate

per

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t N

umbe

rR

ate

per

ofof

of1,

000

ofof

1,00

0of

of1,

000

ofof

1,00

0

Scho

ol c

hara

cter

istic

scho

ols

scho

ols

inci

dent

sst

uden

tssc

hool

s in

cide

nts

stud

ents

scho

ols

inci

dent

sst

uden

tssc

hool

s in

cide

nts

stud

ents

Stud

ent/t

each

er r

atio

7

Les

s th

an 1

235

,800

41.5

124,

700

8.2

12.1

10,8

000.

727

.635

,000

2.3

46.1

75,2

005.

0 1

2–16

29,8

0044

.015

8,80

08.

111

.610

,700

0.5

31.7

49,2

002.

551

.810

9,10

05.

6 M

ore

than

16

14,8

0048

.010

4,30

08.

719

.39,

600

0.8

35.3

29,1

002.

455

.778

,900

6.6

! In

terp

ret d

ata

with

cau

tion.

1 V

iole

nt in

cide

nts

incl

ude

rape

, sex

ual b

atte

ry o

ther

than

rap

e, p

hysi

cal a

ttack

or

fight

with

or

with

out a

wea

pon,

thre

at o

f phy

sica

l atta

ck w

ith o

r w

ithou

t a w

eapo

n, a

nd r

obbe

ry w

ith o

r

with

out a

wea

pon.

Ser

ious

vio

lent

inci

dent

s ar

e al

so in

clud

ed in

vio

lent

inci

dent

s.2 Se

riou

s vi

olen

t inc

iden

ts in

clud

e ra

pe, s

exua

l bat

tery

oth

er th

an r

ape,

phy

sica

l atta

ck o

r fig

ht w

ith a

wea

pon,

thre

at o

f phy

sica

l atta

ck w

ith a

wea

pon,

and

rob

bery

with

or

with

out a

wea

pon.

3 Th

eft/l

arce

ny (t

akin

g th

ings

ove

r $1

0 w

ithou

t per

sona

l con

fron

tatio

n) w

as d

efin

ed fo

r re

spon

dent

s as

“th

e un

law

ful t

akin

g of

ano

ther

per

son’

s pr

oper

ty w

ithou

t per

sona

l con

fron

tatio

n,

thre

at, v

iole

nce,

or

bodi

ly h

arm

. Inc

lude

d ar

e po

cket

pic

king

, ste

alin

g pu

rse

or b

ackp

ack

(if le

ft un

atte

nded

or

no fo

rce

was

use

d to

take

it fr

om o

wne

r), t

heft

from

a b

uild

ing,

thef

t fro

m a

m

otor

veh

icle

or

mot

o r v

ehic

le p

arts

or

acce

ssor

ies,

thef

t of b

icyc

les,

thef

t fro

m v

endi

ng m

achi

nes,

and

all

othe

r ty

pes

of th

efts

.”4 O

ther

inci

dent

s in

clud

e po

sses

sion

of a

fire

arm

or

expl

osiv

e de

vice

, pos

sess

ion

of a

kni

fe o

r sh

arp

obje

ct, d

istr

ibut

ion

of il

lega

l dru

gs, p

osse

ssio

n or

use

of a

lcoh

ol o

r ill

egal

dru

gs, o

r

vand

alis

m.

5 Pr

imar

y sc

hool

s ar

e de

fined

as

scho

ols

in w

hich

the

low

est g

rade

is n

ot h

ighe

r th

an g

rade

3 a

nd th

e hi

ghes

t gra

de is

not

hig

her

than

gra

de 8

. Mid

dle

scho

ols

are

defin

ed a

s sc

hool

s in

whi

ch th

e lo

wes

t gra

de is

not

low

er th

an g

rade

4 a

nd th

e hi

ghes

t gra

de is

not

hig

her

than

gra

de 9

. Hig

h sc

hool

s ar

e de

fined

as

scho

ols

in w

hich

the

low

est g

rade

is n

ot lo

wer

than

gra

de 9

. C

ombi

ned

scho

ols

incl

ude

all o

ther

com

bina

tions

of g

rade

s, in

clud

ing

K–1

2 sc

hool

s.6 Th

ese

estim

ates

exc

lude

dat

a fr

om T

enne

ssee

bec

ause

sch

ools

in th

is s

tate

did

not

rep

ort e

stim

ates

of s

tude

nt r

ace/

ethn

icity

. 7 St

uden

t/tea

cher

rat

io w

as c

alcu

late

d by

div

idin

g th

e to

tal n

umbe

r of

stu

dent

s en

rolle

d in

the

scho

ol b

y th

e to

tal n

umbe

r of

full-

time-

equi

vale

nt (F

TE) t

each

ers

and

aide

s. T

he to

tal n

umbe

r

of F

TE te

ache

rs a

nd a

ide s

is a

com

bina

tion

of th

e fu

ll-tim

e an

d pa

rt-t

ime

teac

hers

and

aid

es, i

nclu

ding

spe

cial

edu

catio

n te

ache

rs a

nd a

ides

, with

an

adju

stm

ent f

or p

art-

time

stat

us.

NO

TE: E

ither

sch

ool p

rinc

ipal

s or

the

pers

on m

o st k

now

ledg

eabl

e ab

out d

isci

plin

e is

sues

at s

choo

l com

plet

ed th

e SS

OC

S qu

estio

nnai

re. “

At s

choo

l” w

as d

efin

ed fo

r re

spon

dent

s to

incl

ude

activ

ities

that

hap

pen

in s

choo

l bui

ldin

gs, o

n sc

hool

gro

unds

, on

scho

ol b

uses

, and

at p

lace

s th

at h

old

scho

ol-s

pons

ored

eve

nts

or a

ctiv

ities

. Res

pond

ents

wer

e in

stru

cted

to r

espo

nd o

nly

for

thos

e tim

es th

at w

ere

duri

ng n

orm

al s

choo

l hou

rs o

r w

hen

scho

ol a

ctiv

ities

or

even

ts w

ere

in s

essi

on, u

nles

s th

e su

rvey

spe

cifie

d ot

herw

ise.

Pop

ulat

ion

size

of p

ublic

sch

ools

is 8

2,00

0 in

199

9–20

00 a

nd 8

0,50

0 in

200

3–04

. Det

ail m

ay n

ot s

um to

tota

ls b

ecau

se o

f rou

ndin

g. E

stim

ates

of n

umbe

r of

inci

dent

s an

d sc

hool

s ar

e ro

unde

d to

the

near

est 1

00.

SOU

RC

E: U

.S. D

epar

tmen

t of E

duca

tion,

Nat

iona

l Cen

ter

for

Educ

atio

n St

atis

tics,

Sch

ool S

urve

y on

Cri

me

and

Safe

ty (S

SOC

S), 2

004.

Vio

lent

inci

dent

s1Se

riou

s vi

olen

t inc

iden

ts2

Thef

t3O

ther

inci

dent

s4

Tabl

e 6.

3.

Perc

enta

ge o

f pu

blic

sch

ools

rep

orti

ng in

cide

nts

of c

rim

e th

at o

ccur

red

at s

choo

l to

the

polic

e, n

umbe

r of

inci

dent

s, a

nd t

he r

ate

of

crim

es p

er 1

,000

stu

dent

s, b

y se

lect

ed s

choo

l cha

ract

eris

tics

: 200

3–04

—C

onti

nued


Tabl

e 7.

1.—

Perc

enta

ge o

f pub

lic s

choo

ls t

hat

repo

rted

sel

ecte

d di

scip

line

prob

lem

s th

at o

ccur

red

at s

choo

l, by

freq

uenc

y an

d sc

hool

cha

ract

eris

tics

:

Tabl

e 7.

1.—

2003

–04

Stud

ent

Wid

espr

ead

Stud

ent a

cts

ofU

ndes

irab

leU

ndes

irab

le c

ult

Stud

ent r

acia

lSt

uden

tve

rbal

abu

sedi

sord

erdi

sres

pect

gang

or e

xtre

mis

tSc

hool

cha

ract

eris

ticte

nsio

nsbu

llyin

gof

teac

hers

in c

lass

room

sfo

r te

ache

rsac

tiviti

es3

grou

p ac

tiviti

es4

To

tal

2.1

26.8

10.7

2.8

19.5

16.7

3.4

Scho

ol le

vel5

Pri

mar

y 1.

1!

23.8

6.8

1.7

!13

.77.

6‡

Mid

dle

4.9

42.5

18.0

5.5

31.6

31.3

5.9

Hig

h sc

hool

3.

321

.216

.84.

126

.441

.113

.2

Com

bine

d ‡

23.2

13.8

‡24

.611

.0‡

Enro

llmen

t siz

e L

ess

than

300

‡23

.37.

2!

2.6

!13

.77.

51.

7!

300

–499

1.2

!26

.77.

51.

6!

17.1

9.7

1.4

!

500

–999

2.7

28.1

12.0

2.7

20.6

18.4

3.3

1,0

00 o

r m

ore

5.9

30.0

22.5

7.0

34.5

48.8

12.9

Urb

anic

ity C

ity3.

330

.515

.94.

326

.925

.44.

3

Urb

an fr

inge

2.3

26.0

8.4

2.0

16.2

16.8

4.2

Tow

n3.

6!

30.0

12.9

3.5

!22

.718

.34.

4!

Rur

al#

23.2

8.1

2.2

!15

.68.

71.

4

Perc

ent m

inor

ity e

nrol

lmen

t6

Les

s th

an 5

per

cent

‡25

.46.

3‡

14.0

3.5

1.8

!

5 to

20

perc

ent

1.9

27.3

6.2

1.2

!13

.89.

73.

4

20

to 5

0 pe

rcen

t3.

528

.411

.62.

818

.519

.95.

7

50

perc

ent o

r m

ore

2.4

27.1

17.3

5.7

29.5

29.7

2.8

Perc

ent o

f stu

dent

s el

igib

le fo

r

free

or

redu

ced-

pric

e lu

nch

0–2

0 pe

rcen

t1.

822

.85.

10.

6!

10.6

9.9

4.2

21–

50 p

erce

nt1.

928

.07.

51.

215

.912

.73.

5 M

ore

than

50

perc

ent

2.4

28.0

16.8

5.4

27.6

24.0

2.9

See

note

s at

end

of t

able

.

Hap

pens

at a

ll2

Hap

pens

at l

east

onc

e a

wee

k1

Tabl

e 7.

1.

Perc

enta

ge o

f pu

blic

sch

ools

tha

t re

port

ed s

elec

ted

disc

iplin

e pr

oble

ms

that

occ

urre

d at

sch

ool,

by f

requ

ency

and

sch

ool c

hara

cter

isti

cs:

2003

–04


Tabl

e 7.

1.—

Perc

enta

ge o

f pub

lic s

choo

ls t

hat

repo

rted

sel

ecte

d di

scip

line

prob

lem

s th

at o

ccur

red

at s

choo

l, by

freq

uenc

y an

d sc

hool

cha

ract

eris

tics

:

Tabl

e 7.

1.—

2003

–04—

Con

tinu

ed

Stud

ent

Wid

espr

ead

Stud

ent a

cts

ofU

ndes

irab

leU

ndes

irab

le c

ult

Stud

ent r

acia

lSt

uden

tve

rbal

abu

sedi

sord

erdi

sres

pect

gang

or e

xtre

mis

tSc

hool

cha

ract

eris

ticte

nsio

nsbu

llyin

gof

teac

hers

in c

lass

room

sfo

r te

ache

rsac

tiviti

es3

grou

p ac

tiviti

es4

Stud

ent/t

each

er r

atio

7

Les

s th

an 1

21.

226

.510

.72.

920

.111

.62.

3

12–

162.

725

.711

.73.

120

.619

.84.

2

Mor

e th

an 1

63.

029

.68.

82.

215

.622

.54.

4

Prev

alen

ce o

f vio

lent

inci

dent

s8

No

viol

ent i

ncid

ents

‡12

.01.

5!

‡4.

72.

1!

‡ A

ny v

iole

nt in

cide

nts

2.6

30.1

12.8

3.4

22.8

20.0

4.0

# R

ound

s to

zer

o.!

Inte

rpre

t dat

a w

ith c

autio

n.‡

Rep

ortin

g st

anda

rds

not m

et.

1 In

clud

es s

choo

ls th

at r

epor

ted

the

activ

ity h

appe

ns e

ither

onc

e a

wee

k or

dai

ly.

2 In

clud

es s

choo

ls th

at r

epor

ted

the

activ

ity h

as h

appe

ned

at a

ll at

thei

r sc

hool

dur

ing

the

scho

ol y

ear.

3 A

gan

g w

as d

efin

ed fo

r re

spon

dent

s as

“an

ong

oing

loos

ely

orga

nize

d as

soci

atio

n of

thre

e or

mor

e pe

rson

s, w

heth

er fo

rmal

or

info

rmal

, tha

t has

a c

omm

on n

ame,

sig

ns, s

ymbo

ls o

r co

lors

,

who

se m

embe

rs e

ngag

e, e

ither

indi

vidu

ally

or

colle

ctiv

ely,

in v

iole

nt o

r ot

her

form

s of

ille

gal b

ehav

ior.

”4 A

cul

t or

extr

emis

t gro

up w

as d

efin

ed fo

r re

spon

dent

s as

“a

grou

p th

at e

spou

ses

radi

cal b

elie

fs a

nd p

ract

ices

, whi

ch m

ay in

clud

e a

relig

ious

com

pone

nt, t

hat a

re w

idel

y se

en a

s th

reat

enin

g

the

basi

c va

lues

and

cul

tura

l nor

ms

of s

ocie

ty a

t lar

ge.”

5 Pr

imar

y sc

hool

s ar

e de

fined

as

scho

ols

in w

hich

the

low

est g

rade

is n

ot h

ighe

r th

an g

rade

3 a

nd th

e hi

ghes

t gra

de is

not

hig

her

than

gra

de 8

. Mid

dle

scho

ols

are

defin

ed a

s sc

hool

s in

whi

ch th

e lo

wes

t gra

de is

not

low

er th

an g

rade

4 a

nd th

e hi

ghes

t gra

de is

not

hig

her

than

gra

de 9

. Hig

h sc

hool

s ar

e de

fined

as

scho

ols

in w

hich

the

low

est g

rade

is n

ot lo

wer

than

gra

de 9

. C

ombi

ned

scho

ols

incl

ude

all o

ther

com

bina

tions

of g

rade

s, in

clud

ing

K–1

2 sc

hool

s.6 Th

ese

estim

ates

exc

lude

dat

a fr

om T

enne

ssee

bec

ause

sch

ools

in th

is s

tate

did

not

rep

ort e

stim

ates

of s

tude

nt r

ace/

ethn

icity

. 7 S

tude

nt/te

ache

r ra

tio w

as c

alcu

late

d by

div

idin

g th

e to

tal n

umbe

r of

stu

dent

s en

rolle

d in

the

scho

ol b

y th

e to

tal n

umbe

r of

full-

time-

equi

vale

nt (F

TE) t

each

ers

and

aide

s. T

he to

tal n

umbe

r

of F

TE te

ache

rs a

nd a

ides

is a

com

bina

tion

of th

e fu

ll-tim

e an

d pa

rt-t

ime

teac

hers

and

aid

es, i

nclu

ding

spe

cial

edu

catio

n te

ache

rs a

nd a

ides

, with

an

adju

stm

ent f

or p

art-

time

stat

us.

8 V

iole

nt in

cide

nts

incl

ude

rape

, sex

ual b

atte

ry o

ther

than

rap

e, p

hysi

cal a

ttack

or

fight

with

or

with

out a

wea

pon,

thre

at o

f phy

sica

l atta

ck o

r fig

ht w

ith o

r w

ithou

t a w

eapo

n, a

nd r

obbe

ry

with

or

with

out a

wea

pon.

NO

TE: E

ithe r

sch

ool p

rinc

ipal

s or

the

pers

on m

ost k

now

ledg

eabl

e ab

out d

isci

plin

e is

sues

at s

choo

l com

plet

ed th

e SS

OC

S qu

estio

nnai

re. “

At s

choo

l” w

as d

efin

ed fo

r re

spon

dent

s to

incl

ude

activ

ities

that

hap

pen

in s

choo

l bui

ldin

gs, o

n sc

hool

gro

unds

, on

scho

ol b

uses

, and

at p

lace

s th

at h

old

scho

ol-s

pons

ored

eve

nts

or a

ctiv

ities

. Res

pond

ents

wer

e in

stru

cted

to r

espo

nd o

nly

for

thos

e tim

es th

at w

ere

duri

ng n

orm

al s

choo

l hou

rs o

r w

hen

scho

ol a

ctiv

ities

or

even

ts w

ere

in s

essi

on, u

nles

s th

e su

rvey

spe

cifie

d ot

herw

ise.

Pop

ulat

ion

size

is 8

0,50

0 pu

blic

sch

ools

. SO

UR

CE:

U.S

. Dep

artm

ent o

f Edu

catio

n, N

atio

nal C

ente

r fo

r Ed

ucat

ion

Stat

istic

s, S

choo

l Sur

vey

on C

rim

e an

d Sa

fety

(SSO

CS)

, 200

4.

Hap

pens

at l

east

onc

e a

wee

k1

Hap

pens

at a

ll2

Tabl

e 7.

1.

Perc

enta

ge o

f pu

blic

sch

ools

tha

t re

port

ed s

elec

ted

disc

iplin

e pr

oble

ms

that

occ

urre

d at

sch

ool,

by f

requ

ency

and

sch

ool c

hara

cter

isti

cs:

2003

–04—

Con

tinu

ed


Tabl

e 8.

1.—

Perc

enta

ge o

f stu

dent

s ag

es 1

2–18

who

rep

orte

d th

at g

angs

wer

e pr

esen

t at

sch

ool d

urin

g th

e pr

evio

us 6

mon

ths,

by

urba

nici

ty a

nd

Tabl

e 8.

1.—

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: 2

001,

200

3, a

nd 2

005

Stud

ent o

r sc

hool

cha

ract

eris

ticTo

tal

Urb

anSu

burb

anR

ural

Tota

lU

rban

Subu

rban

Rur

alTo

tal

Urb

anSu

burb

anR

ural

To

tal

20.1

28.9

18.3

13.3

20.9

30.9

18.4

12.3

23.8

35.6

20.5

16.3

Sex

Mal

e21

.431

.918

.914

.022

.332

.120

.512

.225

.036

.722

.315

.8 F

emal

e18

.825

.917

.512

.519

.529

.716

.312

.422

.634

.518

.616

.8

Rac

e/et

hnic

ity1

Whi

te15

.520

.515

.412

.114

.219

.813

.810

.716

.623

.315

.814

.0 B

lack

28.6

32.4

25.4

22.5

29.5

32.8

28.3

21.8

!36

.641

.234

.823

.9 H

ispa

nic

32.0

40.3

27.1

16.8

!37

.242

.634

.612

.7!

38.4

48.1

32.1

25.7

Oth

er21

.427

.020

.0‡

22.0

30.6

18.2

‡22

.527

.021

.614

.4!

Gra

de 6

th11

.214

.99.

011

.010

.921

.67.

5‡

12.0

19.6

8.8

8.2

! 7

th15

.723

.713

.78.

916

.325

.513

.29.

417

.324

.114

.915

.4 8

th17

.324

.016

.610

.117

.925

.216

.210

.918

.730

.414

.014

.4 9

th24

.335

.320

.818

.926

.138

.224

.313

.827

.939

.124

.520

.7 1

0th

23.6

33.1

22.3

14.4

26.3

35.3

24.1

18.0

32.0

49.7

27.6

21.5

11t

h24

.234

.222

.715

.823

.434

.620

.415

.027

.843

.525

.413

.8!

12t

h21

.134

.118

.611

.5!

22.2

34.8

19.3

13.3

27.1

38.7

24.3

15.4

!

Sect

or P

ublic

21.6

31.9

19.5

13.7

22.5

33.7

19.9

12.8

25.4

38.5

22.0

17.0

Pri

vate

4.9

5.0

4.3

!‡

3.9

6.0

2.4

!‡

4.2

7.7

3.0

!#

# N

o ca

ses

a re

repo

rted

, alth

ough

the

even

t def

ined

cou

ld h

ave

been

rep

orte

d by

som

e st

uden

ts w

ith th

ese

char

acte

rist

ics

had

a di

ffere

nt s

ampl

e be

en d

raw

n.!

Inte

rpre

t dat

a w

ith c

autio

n.‡

Rep

ortin

g st

anda

rds

not m

et.

1 O

ther

incl

udes

Am

eric

an In

dian

, Ala

ska

Nat

ive,

Asi

an o

r Pa

cific

Isla

nder

, and

, fro

m 2

003

onw

ard,

mor

e th

an o

ne r

ace.

For

this

rep

ort,

non-

His

pani

c st

uden

ts w

ho id

entif

ied

them

selv

es a

s

mor

e th

an o

n e r

ace

wer

e in

clud

ed in

the

Oth

er c

ateg

ory.

Res

pond

ents

who

iden

tifie

d th

emse

lves

as

bein

g of

His

pani

c or

igin

are

cla

ssifi

ed a

s H

ispa

nic,

reg

ardl

ess

of th

eir

race

. Due

to

chan

ges

in r

acia

l/eth

n ic

cate

gori

es, c

ompa

riso

ns o

f rac

e/et

hnic

ity a

cros

s ye

ars

shou

ld b

e m

ade

with

cau

tion.

NO

TE: A

ll ga

ngs,

whe

ther

or

not t

hey

are

invo

lved

in v

iole

nt o

r ill

egal

act

ivity

, are

incl

uded

. “A

t sch

ool”

incl

udes

the

scho

ol b

uild

ing,

on

scho

ol p

rope

rty,

on

a sc

hool

bus

, or

goin

g to

and

fr

om s

choo

l. In

200

5, th

e un

it re

spon

se r

ate

for

this

sur

vey

did

not m

eet N

CES

sta

tistic

al s

tand

ards

; the

refo

re, i

nter

pret

the

data

with

cau

tion.

For

mor

e in

form

atio

n, p

leas

e se

e ap

pend

ix A

. Po

pula

tion

size

s fo

r st

uden

ts a

ges

12–1

8 ar

e 24

,315

,000

in 2

001;

25,

684,

000

in 2

003;

and

25,

811,

000

in 2

005.

SO

UR

CE:

U.S

. Dep

artm

ent o

f Jus

tice,

Bur

eau

of Ju

stic

e St

atis

tics,

Sch

ool C

rim

e Su

pple

men

t (SC

S) to

the

Nat

iona

l Cri

me

Vic

timiz

atio

n Su

rvey

, var

ious

yea

rs, 2

001–

2005

.

2001

2003

2005

Tabl

e 8.

1.

Perc

enta

ge o

f st

uden

ts a

ges

12–1

8 w

ho r

epor

ted

that

gan

gs w

ere

pres

ent

at s

choo

l dur

ing

the

prev

ious

6 m

onth

s, b

y ur

bani

city

and

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: 2

001,

200

3, a

nd 2

005


Tabl

e 9.

1.—

Perc

enta

ge o

f stu

dent

s in

gra

des

9–12

who

rep

orte

d th

at d

rugs

wer

e m

ade

avai

labl

e to

the

m o

n sc

hool

pro

pert

y du

ring

the

pre

viou

s 12

Tabl

e 9.

1.—

mon

ths,

by

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: V

ario

us y

ears

, 199

3–20

05

Stud

ent o

r sc

hool

char

acte

rist

ic19

9319

9519

9719

9920

0120

0320

05

To

tal

24.0

32.1

31.7

30.2

28.5

28.7

25.4

Sex

Mal

e28

.538

.837

.434

.734

.631

.928

.8 F

emal

e19

.124

.824

.725

.722

.725

.021

.8

Rac

e/et

hnic

it y1

Whi

te24

.131

.731

.028

.828

.327

.523

.6 B

lack

17.5

28.5

25.4

25.3

21.9

23.1

23.9

His

pani

c34

.140

.741

.136

.934

.236

.533

.5 A

sian

(2 )(2 )

(2 )25

.725

.722

.515

.9 A

mer

ican

Indi

an20

.922

.830

.130

.634

.531

.324

.4 P

acifi

c Is

land

er(2 )

(2 )(2 )

46.9

50.2

34.7

41.3

Mor

e th

an o

ne r

ace

(2 )(2 )

(2 )36

.034

.536

.631

.6

Gra

de 9

th21

.831

.131

.427

.629

.029

.524

.0 1

0th

23.7

35.0

33.4

32.1

29.0

29.2

27.5

11t

h27

.532

.833

.231

.128

.729

.924

.9 1

2th

23.0

29.1

29.0

30.5

26.9

24.9

24.9

Urb

anic

ity U

rban

——

31.2

30.3

32.0

31.1

— S

ubur

ban

——

34.2

29.7

26.6

28.4

— R

ural

——

22.7

32.1

28.2

26.2

—

— N

ot a

vaila

ble.

1 A

mer

ican

Indi

an in

clud

es A

lask

a N

ativ

e, B

lack

incl

udes

Afr

ican

Am

eric

an, P

acifi

c Is

land

er in

clud

es N

ativ

e H

awai

ian,

and

His

pani

c in

clud

es L

atin

o. R

espo

nden

ts w

ho id

entif

ied

them

selv

es a

s be

ing

of H

ispa

nic

orig

in a

re c

lass

ified

as

His

pani

c, r

egar

dles

s of

thei

r ra

ce.

2 Th

e re

spon

se c

ateg

orie

s fo

r ra

ce/e

thni

city

cha

nged

in 1

999

mak

ing

com

pari

sons

of s

ome

cate

gori

es w

ith e

arlie

r ye

ars

prob

lem

atic

. In

1993

, 199

5, a

nd 1

997,

Asi

an s

tude

nts

and

Paci

ficIs

land

er s

tude

nts

wer

e no

t cat

egor

ized

sep

arat

ely

and

stud

ents

wer

e no

t giv

en th

e op

tion

of c

hoos

ing

mor

e th

an o

ne r

ace.

NO

TE: “

On

scho

ol p

rope

rty”

was

not

def

ined

for

surv

ey r

espo

nden

ts. P

opul

atio

n si

zes

from

the

Dig

est o

f Edu

catio

n St

atis

tics,

200

5 an

d 20

02 (N

CES

200

6-03

0 an

d 20

03-0

60) f

or s

tude

nts

in

grad

es 9

–12

are

13,0

93,0

00 s

tude

nts

in 1

993;

13,

697,

000

in 1

995;

14,

272,

000

in 1

997;

14,

623,

000

in 1

999;

15,

061,

000

in 2

001;

15,

723,

000

in 2

003;

and

16,

286,

000

(pro

ject

ed) i

n 20

05.

SOU

RC

E: C

ente

rs fo

r D

isea

se C

ontr

ol a

nd P

reve

ntio

n, N

atio

nal C

ente

r fo

r C

hron

ic D

isea

se P

reve

ntio

n an

d H

ealth

Pro

mot

ion,

You

th R

isk

Beh

avio

r Su

rvei

llanc

e Sy

stem

(YR

BSS

),va

riou

s ye

ars,

199

3–20

05.

Tabl

e 9.

1.

Perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d th

at d

rugs

wer

e m

ade

avai

labl

e to

the

m o

n sc

hool

pro

pert

y du

ring

the

pre

viou

s 12

m

onth

s, b

y se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: Var

ious

yea

rs, 1

993–

2005


Tabl

e 9.

2.—

Perc

enta

ge o

f stu

dent

s in

gra

des

9–12

who

rep

orte

d th

at d

rugs

wer

e m

ade

avai

labl

e to

the

m o

n sc

hool

pro

pert

y du

ring

the

pre

viou

s 12

Tabl

e 9.

2.—

mon

ths,

by

stat

e: 2

003

and

2005

Stat

e20

0320

05St

ate

2003

2005

Uni

ted

Stat

es28

.725

.4

Ala

bam

a26

.026

.2M

onta

na26

.925

.3A

lask

a28

.4—

Neb

rask

a23

.322

.0A

rizo

na28

.138

.8N

evad

a34

.532

.6A

rkan

sas

—29

.2N

ew H

amps

hire

28.2

26.9

Cal

iforn

ia—

—N

ew Je

rsey

—32

.6C

olor

ado

—21

.2N

ew M

exic

o—

33.5

Con

nect

icut

—31

.5N

ew Y

ork

23.0

23.7

Del

awar

e27

.926

.2N

orth

Car

olin

a31

.927

.4D

istr

ict o

f Col

umbi

a30

.220

.3N

orth

Dak

ota

21.3

19.6

Flor

ida

25.7

23.2

Ohi

o31

.130

.9G

eorg

ia33

.330

.7O

klah

oma

22.2

18.5

Haw

aii

—32

.7O

rego

n—

—Id

aho

19.6

24.8

Penn

sylv

ania

——

Illin

ois

——

Rho

de Is

land

26.0

24.1

Indi

ana

28.3

28.9

Sout

h C

arol

ina

—29

.1Io

wa

—15

.5So

uth

Dak

ota

22.1

20.9

Kan

sas

—16

.7Te

nnes

see

24.3

26.6

Ken

tuck

y30

.419

.8Te

xas

—30

.7Lo

uisi

ana

——

Uta

h24

.720

.6M

aine

32.6

33.5

Ver

mon

t29

.423

.1M

aryl

and

—28

.9V

irgi

nia

——

Mas

sach

uset

ts31

.929

.9W

ashi

ngto

n—

—M

ichi

gan

31.3

28.8

Wes

t Vir

gini

a26

.524

.8M

inne

sota

——

Wis

cons

in26

.321

.7M

issi

ssip

pi22

.3—

Wyo

min

g18

.122

.7M

isso

uri

21.6

18.2

— N

ot a

vaila

ble.

NO

TE: “

On

scho

ol p

rope

rty”

was

not

def

ined

for

surv

ey r

espo

nden

ts. T

he e

stim

ate

for

the

Uni

ted

Stat

es is

dra

wn

from

a n

atio

nally

rep

rese

ntat

ive

sam

ple

of s

choo

ls a

nd is

not

the

aggr

egat

e of

par

ticip

atin

g st

ates

. Eac

h st

ate

estim

ate

is b

ased

on

a sa

mpl

e th

at is

rep

rese

ntat

ive

of th

at s

tate

. Pop

ulat

ion

size

s fr

om th

e D

iges

t of E

duca

tion

Stat

istic

s, 2

005

(NC

ES 2

006-

030)

for

stud

ents

in g

rade

s 9–

12 a

re 1

5,72

3,00

0 in

200

3 an

d 16

,286

,000

(pro

ject

ed) i

n 20

05.

SOU

RC

E: C

ente

rs fo

r D

isea

se C

ontr

ol a

nd P

reve

ntio

n, N

atio

nal C

ente

r fo

r C

hron

ic D

isea

se P

reve

ntio

n an

d H

ealth

Pro

mot

ion,

You

th R

isk

Beh

avio

r Su

rvei

llanc

e Sy

stem

(YR

BSS

), pr

evio

usly

un

publ

ishe

d ta

bula

tion,

200

3 an

d 20

05.

Tabl

e 9.

2.

Perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d th

at d

rugs

wer

e m

ade

avai

labl

e to

the

m o

n sc

hool

pro

pert

y du

ring

the

pre

viou

s 12

m

onth

s, b

y st

ate:

200

3 an

d 20

05


Tabl

e 10

.1.—

Perc

enta

ge o

f stu

dent

s ag

es 1

2–18

who

rep

orte

d be

ing

targ

ets

of h

ate-

rela

ted

wor

ds a

nd s

eein

g ha

te-r

elat

ed g

raff

iti a

t sc

hool

dur

ing

the

Tabl

e 10

.1.—

prev

ious

6 m

onth

s, b

y se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: Var

ious

yea

rs, 1

999–

2005

Stud

ent o

rsc

hool

cha

ract

eris

tic19

9920

0120

0320

0519

9920

0120

0320

05

To

tal

—12

.311

.711

.236

.335

.536

.337

.8

Sex

Mal

e—

12.8

12.0

11.7

33.8

34.9

35.0

37.1

Fem

ale

—11

.711

.310

.638

.936

.137

.638

.4

Rac

e/et

hnic

ity1

Whi

te—

12.1

10.9

10.3

36.4

36.2

35.2

38.0

Bla

ck—

13.9

14.2

15.0

37.6

33.6

38.1

36.9

His

pani

c—

11.0

11.4

10.5

35.6

35.1

40.3

37.4

Oth

er—

13.6

14.1

11.8

32.2

32.1

31.4

38.2

Gra

de 6

th—

12.1

11.9

11.2

30.3

34.9

35.7

33.3

7th

—14

.112

.513

.234

.934

.937

.236

.7 8

th—

13.0

12.8

11.0

35.6

36.7

34.2

34.9

9th

—12

.113

.512

.639

.235

.737

.041

.0 1

0th

—13

.111

.610

.938

.936

.240

.739

.9 1

1th

—12

.78.

39.

137

.036

.136

.640

.0 1

2th

—7.

910

.89.

535

.633

.032

.236

.4

Urb

anic

ity U

rban

—11

.913

.212

.337

.035

.738

.640

.1 S

ubur

ban

—12

.410

.79.

437

.336

.035

.937

.5 R

ural

—12

.412

.215

.132

.733

.833

.935

.2

Sec t

or P

ublic

—12

.711

.911

.538

.037

.337

.939

.4 P

riva

te—

8.2

9.7

6.9

20.7

16.8

19.5

18.0

— N

ot a

vaila

ble.

1 O

ther

incl

udes

Am

eric

an In

dian

, Ala

ska

Nat

ive,

Asi

an o

r Pa

cific

Isla

nder

, and

, fro

m 2

003

onw

ard,

mor

e th

an o

ne r

ace.

For

this

rep

ort,

non-

His

pani

c st

uden

ts w

ho id

entif

ied

them

selv

es a

s

mor

e th

an o

n e r

ace

wer

e in

clud

ed in

the

Oth

er c

ateg

ory.

Res

pond

ents

who

iden

tifie

d th

emse

lves

as

bein

g of

His

pani

c or

igin

are

cla

ssifi

ed a

s H

ispa

nic,

reg

ardl

ess

of th

eir

race

. Due

to

chan

ges

in r

acia

l/eth

n ic

cate

gori

es, c

ompa

riso

ns o

f rac

e/et

hnic

ity a

cros

s ye

ars

shou

ld b

e m

ade

with

cau

tion.

NO

TE: “

At s

choo

l” in

clud

es th

e sc

hool

bui

ldin

g, o

n sc

hool

pro

pert

y, o

n a

scho

ol b

us, a

nd, f

rom

200

1 on

war

d, g

oing

to a

nd fr

om s

choo

l. H

ate-

rela

t ed

refe

rs to

der

ogat

ory

term

s us

ed b

y ot

hers

in r

efer

ence

to s

tude

nts’

per

sona

l cha

ract

eris

tics.

In 2

005,

the

unit

resp

onse

rat

e fo

r th

is s

urve

y di

d no

t mee

t NC

ES s

tatis

tical

sta

ndar

ds; t

here

fore

, int

erpr

et th

e da

ta w

ith c

autio

n. F

or

mor

e in

form

atio

n, p

leas

e se

e ap

pend

ix A

. Pop

ulat

ion

size

s fo

r st

uden

ts a

ges

12–1

8 ar

e 24

,614

,000

in 1

999;

24,

315,

000

in 2

001;

25,

684,

000

in 2

003;

and

25,

811,

000

in 2

005.

SOU

RC

E: U

.S. D

epar

t men

t of J

ustic

e, B

urea

u of

Just

ice

Stat

istic

s, S

choo

l Cri

me

Supp

lem

ent (

SCS)

to th

e N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey, v

ario

us y

ears

, 199

9–20

05.

Hat

e-re

late

d gr

affit

iH

ate-

rela

ted

wor

ds

Tabl

e 10

.1.

Perc

enta

ge o

f st

uden

ts a

ges

12–1

8 w

ho r

epor

ted

bein

g ta

rget

s of

hat

e-re

late

d w

ords

and

see

ing

hate

-rel

ated

gra

ffi t

i at

scho

ol d

urin

g th

e

prev

ious

6 m

onth

s, b

y se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: Var

ious

yea

rs, 1

999–

2005


Tabl

e 10

.2.—

Perc

enta

ge o

f stu

dent

s ag

es 1

2–18

who

rep

orte

d be

ing

targ

ets

of h

ate-

rela

ted

wor

ds a

t sc

hool

dur

ing

the

prev

ious

6 m

onth

s, b

y se

lect

ed

Tabl

e 10

.2.—

stud

ent

and

scho

ol c

hara

cter

isti

cs: 2

005

Stud

ent o

rSe

xual

scho

ol c

hara

cter

istic

Tota

l1R

ace

Ethn

icity

Rel

igio

nD

isab

ility

Gen

der

orie

ntat

ion

To

tal

11.2

4.5

2.6

1.7

0.7

2.1

1.1

Sex

Mal

e11

.75.

23.

21.

50.

81.

01.

1 F

emal

e10

.63.

82.

02.

00.

73.

21.

2

Rac

e/et

hnic

ity2

Whi

te10

.33.

11.

31.

80.

82.

31.

3 B

lack

15.0

7.0

3.8

1.0

!1.

0!

2.7

1.6

! H

ispa

nic

10.5

5.7

5.7

1.6

‡1.

10.

5!

Oth

er11

.88.

84.

23.

0!

‡1.

4!

‡

Gra

de 6

th11

.23.

70.

9!

1.2

!0.

5!

1.6

!‡

7th

13.2

6.3

3.5

1.4

!1.

1!

2.0

0.9

! 8

th11

.04.

62.

81.

61.

1!

2.2

0.7

! 9

th12

.65.

53.

42.

90.

7!

2.6

1.4

10t

h10

.93.

92.

31.

90.

5!

2.6

1.8

11t

h9.

13.

72.

21.

3!

0.6

!1.

71.

3 1

2th

9.5

3.2

2.3

1.7

!0.

7!

1.6

1.2

!

Urb

anic

ity U

rban

12.3

5.4

3.3

1.8

0.9

2.3

1.3

Sub

urba

n9.

43.

72.

31.

40.

71.

80.

9 R

ural

15.1

5.9

2.4

2.8

0.6

!2.

81.

7

Sect

or P

ublic

11.5

4.7

2.7

1.7

0.8

2.1

1.2

Pri

vate

6.9

3.0

2.2

!1.

7!

‡1.

6!

‡

! In

terp

ret d

ata

with

cau

tion.

‡ R

epor

ting

stan

dard

s no

t met

.1 In

the

Scho

ol C

rim

e Su

pple

men

t (SC

S) q

uest

ionn

aire

, stu

dent

s w

ere

aske

d if

they

had

bee

n th

e ta

rget

of h

ate-

rela

ted

wor

ds a

t sch

ool.

Stud

ents

who

indi

cate

d th

at th

ey h

ad b

een

calle

d a

hate

-rel

ated

wor

d w

ere

aske

d to

cho

ose

the

spec

ific

char

acte

rist

ics

that

the

hate

-rel

ated

wor

d ta

rget

ed. S

tude

nts

wer

e al

low

ed to

cho

ose

mor

e th

an o

ne c

hara

cter

istic

. If a

stu

dent

cho

se

mor

e th

an o

ne c

hara

cter

istic

, he

or s

he is

cou

nted

onc

e un

der

the

“tot

al”

cate

gory

. The

refo

re, t

he to

tal p

erce

ntag

e of

stu

dent

s w

ho r

epor

ted

bein

g ca

lled

a ha

te-r

elat

ed w

ord

is le

ss th

an th

e su

m o

f the

stu

dent

s’ in

divi

dual

cha

ract

eris

tics.

2 O

ther

incl

udes

Am

eric

an In

dian

, Ala

ska

Nat

ive,

Asi

an o

r Pa

cific

Isla

nder

, and

mor

e th

an o

ne r

ace.

For

this

rep

ort,

non-

His

pani

c st

uden

ts w

ho id

entif

ied

them

selv

es a

s m

ore

than

one

rac

ew

ere

incl

uded

in th

e O

ther

cat

egor

y. R

espo

nden

ts w

ho id

entif

ied

them

selv

es a

s be

ing

of H

ispa

nic

orig

in a

re c

lass

ified

as

His

pani

c, r

egar

dles

s of

thei

r ra

ce.

NO

TE: “

At s

choo

l” in

clud

es th

e sc

hool

bui

ldin

g, o

n sc

hool

pro

pert

y, o

n a

scho

ol b

us, o

r go

ing

to a

nd fr

om s

choo

l. H

ate-

rela

ted

refe

rs to

der

ogat

ory

term

s us

ed b

y ot

hers

in r

efer

ence

to

stud

ents

’ per

sona

l cha

ract

eris

tics.

In 2

005,

the

unit

resp

onse

rat

e fo

r th

is s

urve

y di

d no

t mee

t NC

ES s

tatis

tical

sta

ndar

ds; t

here

fore

, int

erpr

et th

e da

ta w

ith c

autio

n. F

or m

ore

info

rmat

ion,

pl

ease

see

app

endi

x A

. Pop

ulat

ion

size

for

stud

ents

age

s 12

–18

is 2

5,81

1,00

0 in

200

5.

SOU

RC

E: U

.S. D

epar

tmen

t of J

ustic

e, B

urea

u of

Just

ice

Stat

istic

s, S

choo

l Cri

me

Supp

lem

ent (

SCS)

to th

e N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey, 2

005.

Hat

e-re

late

d w

ords

rel

ated

to s

tude

nt’s

cha

ract

eris

tics

Tabl

e 10

.2.

Perc

enta

ge o

f st

uden

ts a

ges

12–1

8 w

ho r

epor

ted

bein

g ta

rget

s of

hat

e-re

late

d w

ords

at

scho

ol d

urin

g th

e pr

evio

us 6

mon

ths,

by

sele

cted

stud

ent

and

scho

ol c

hara

cter

isti

cs: 2

005


Tabl

e 11

.1.—

Perc

enta

ge o

f stu

dent

s ag

es 1

2–18

who

rep

orte

d se

lect

ed b

ully

ing

prob

lem

s at

sch

ool d

urin

g th

e pr

evio

us 6

mon

ths,

by

sele

cted

stu

dent

Tabl

e 11

.1.—

and

scho

ol c

hara

cter

isti

cs: 2

005

Mad

e fu

n of

,Tr

ied

to m

ake

Excl

uded

from

Prop

erty

Stud

ent o

r sc

hool

calle

d na

mes

,Su

bjec

t of

Thre

aten

edPu

shed

, sho

ved,

do th

ings

did

activ

ities

dest

roye

d on

char

acte

rist

icTo

tal

or in

sulte

dru

mo r

sw

ith h

arm

trip

ped,

spi

t on

not w

ant t

o do

on p

urpo

sepu

rpos

e

To

tal

28.1

18.7

14.7

4.8

9.0

3.5

4.6

3.4

Sex

Mal

e27

.118

.511

.05.

210

.93.

94.

13.

5 F

emal

e29

.219

.018

.54.

47.

13.

15.

23.

3

Rac

e/et

hnic

ity1

Whi

te30

.020

.115

.85.

19.

73.

65.

33.

4 B

lack

28.5

18.5

14.2

4.9

8.9

4.7

4.5

4.6

His

pani

c22

.314

.712

.44.

67.

62.

63.

02.

7 O

ther

24.6

16.3

11.6

2.1

6.8

2.1

!2.

5!

2.5

!

Gra

de 6

th36

.626

.316

.46.

415

.14.

47.

43.

9 7

th35

.025

.218

.96.

315

.44.

77.

14.

6 8

th30

.420

.414

.34.

311

.33.

85.

44.

5 9

th28

.118

.913

.85.

38.

23.

23.

82.

7 1

0th

24.9

15.5

13.6

4.9

6.8

3.6

3.6

2.9

11t

h23

.014

.713

.43.

24.

22.

83.

32.

6 1

2th

19.9

11.3

12.5

3.5

2.9

1.8

2.2

!2.

4

Urb

anic

ity U

rban

26.0

17.7

13.3

5.5

8.5

4.1

4.9

3.9

Sub

urba

n28

.918

.914

.64.

49.

03.

14.

53.

0 R

ural

29.0

19.8

17.2

5.0

9.9

3.7

4.5

3.8

Sect

or P

ublic

28.6

19.0

14.9

5.1

9.3

3.5

4.5

3.5

Pri

vate

22.7

15.3

12.4

0.9

!5.

53.

0!

6.2

2.0

!

! In

terp

ret d

ata

with

cau

tion.

1 O

ther

incl

udes

Am

eric

an In

dian

, Ala

ska

Nat

ive,

Asi

an o

r Pa

cific

Isla

nder

, and

mor

e th

an o

ne r

ace.

For

this

rep

ort,

non-

His

pani

c st

uden

ts w

ho id

entif

ied

them

selv

es a

s m

ore

than

one

rac

e

wer

e in

clud

ed in

the

Oth

er c

ateg

ory.

Res

pond

ents

who

iden

tifie

d th

emse

lves

as

bein

g of

His

pani

c or

igin

are

cla

ssifi

ed a

s H

ispa

nic,

reg

ardl

ess

of th

eir

race

. N

OTE

: “A

t sch

ool”

incl

udes

the

scho

ol b

uild

ing,

on

scho

ol p

rope

rty,

on

a sc

hool

bus

, or

goin

g to

and

from

sch

ool.

Bul

lyin

g ty

pes

do n

ot s

um to

tota

l bec

ause

stu

dent

s co

uld

have

ex

peri

ence

d m

ore

than

one

type

of b

ully

ing.

In 2

005,

the

unit

resp

onse

rat

e fo

r th

is s

urve

y di

d no

t mee

t NC

ES s

tatis

tical

sta

ndar

ds; t

here

fore

, int

erpr

et th

e da

ta w

ith c

autio

n. F

or m

ore

info

rmat

ion,

ple

ase

see

appe

ndix

A. P

opul

atio

n si

ze fo

r st

uden

ts a

ges

12–1

8 is

25,

811,

000

in 2

005.

S O

UR

CE:

U.S

. Dep

artm

ent o

f Jus

tice,

Bur

eau

of Ju

stic

e St

atis

tics,

Sch

ool C

rim

e Su

pple

men

t (SC

S) to

the

Nat

iona

l Cri

me

Vic

timiz

atio

n Su

rvey

, 200

5.

Tabl

e 11

.1.

Perc

enta

ge o

f st

uden

ts a

ges

12–1

8 w

ho r

epor

ted

sele

cted

bul

lyin

g pr

oble

ms

at s

choo

l dur

ing

the

prev

ious

6 m

onth

s, b

y se

lect

ed s

tude

nt

an

d sc

hool

cha

ract

eris

tics

: 200

5


Tabl

e 11

.2.—

Perc

enta

ge o

f stu

dent

s ag

es 1

2–18

who

rep

orte

d be

ing

bulli

ed a

t sc

hool

dur

ing

the

prev

ious

6 m

onth

s, b

y lo

cati

on o

f bul

lyin

g, in

jury

,

Tabl

e 11

.2.—

and

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: 2

005

Stud

ent o

r sc

hool

Out

side

on

Som

ewhe

reSt

uden

ts

char

acte

rist

icTo

tal

Ins

ide

scho

olsc

hool

gro

unds

Sch

ool b

us e

lse

who

wer

e in

jure

d1

To

tal

28.1

79.0

27.8

8.1

4.9

24.0

Sex

Mal

e27

.177

.628

.58.

74.

430

.6 F

emal

e29

.280

.427

.07.

55.

317

.7

Rac

e/et

hnic

ity2

Whi

te30

.080

.627

.97.

64.

724

.4 B

lack

28.5

77.3

25.2

10.8

4.3

!25

.9 H

ispa

nic

22.3

74.8

28.7

6.2

4.8

21.7

Oth

er24

.676

.731

.29.

4!

7.9

!20

.8

Gra

de 6

th36

.668

.236

.97.

64.

7!

32.3

7th

35.0

81.0

30.0

14.2

2.9

31.7

8th

30.4

79.4

24.8

10.4

4.0

27.0

9th

28.1

81.7

28.0

5.1

5.0

21.0

10t

h24

.980

.123

.35.

44.

4!

21.2

11t

h23

.080

.326

.94.

5!

7.2

14.5

12t

h19

.980

.024

.94.

4!

8.5

12.7

Urb

anic

ity U

rban

26.0

76.9

28.4

6.5

5.4

23.0

Sub

urba

n28

.978

.528

.28.

95.

224

.6 R

ural

29.0

83.6

25.7

7.6

3.0

!23

.8

Sect

or P

ublic

28.6

7 9.4

27.5

8.3

4.9

24.4

Pri

vate

22.7

73.9

31.5

‡4.

2!

18.0

! In

terp

ret d

ata

with

cau

tion.

‡ R

epor

ting

stan

dard

s no

t met

.1 In

jury

incl

udes

bru

ises

or

swel

ling;

cut

s, s

crat

ches

, or

scra

pes;

bla

ck e

ye o

r bl

oody

nos

e; te

eth

chip

ped

or k

nock

ed o

ut; b

roke

n bo

nes

or in

tern

al in

juri

es; k

nock

ed u

ncon

scio

us; o

r ot

her

in

juri

es. O

nly

stud

ents

who

rep

orte

d th

at th

eir

bully

ing

inci

dent

con

stitu

ted

bein

g pu

shed

, sho

ved,

trip

ped,

or

spit

on w

ere

aske

d if

they

suf

fere

d in

juri

es a

s a

resu

lt of

the

inci

dent

.2 O

ther

incl

udes

Am

eric

an In

dian

, Ala

ska

Nat

ive,

Asi

an o

r Pa

cific

Isla

nder

, and

mor

e th

an o

ne r

ace.

For

this

rep

ort,

non-

His

pani

c st

uden

ts w

ho id

entif

ied

them

selv

es a

s m

ore

than

one

rac

e w

ere

incl

uded

in th

e O

ther

cat

egor

y. R

espo

nden

ts w

ho id

entif

ied

them

selv

es a

s be

ing

of H

ispa

nic

orig

in a

re c

lass

ified

as

His

pani

c, r

egar

dles

s of

thei

r ra

ce.

NO

TE: “

At s

choo

l” in

clud

es th

e sc

hool

bui

ldin

g, o

n sc

hool

pro

pert

y, o

n a

scho

ol b

us, o

r go

ing

to a

nd fr

om s

choo

l. In

200

5, th

e un

it re

spon

se r

ate

for

this

sur

vey

did

not m

eet N

CES

st

atis

tical

sta

ndar

ds; t

here

fore

, int

erpr

et th

e da

ta w

ith c

autio

n. F

or m

ore

info

rmat

ion,

ple

ase

see

appe

ndix

A. P

opul

atio

n si

ze fo

r st

uden

ts a

ges

12–1

8 is

25,

811,

000

in 2

005.

Loc

atio

n to

tals

m

ay s

um to

mor

e th

an 1

00 b

ecau

se s

tude

nts

coul

d ha

ve b

een

bulli

ed in

mor

e th

an o

ne lo

catio

n.

SOU

RC

E: U

.S. D

epar

tmen

t of J

ustic

e, B

urea

u of

Just

ice

Stat

istic

s, S

choo

l Cri

me

Supp

lem

ent (

SCS)

to t h

e N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey, 2

005.

Loca

tion

of b

ully

ing

Tabl

e 11

.2.

Perc

enta

ge o

f st

uden

ts a

ges

12–1

8 w

ho r

epor

ted

bein

g bu

llied

at

scho

ol d

urin

g th

e pr

evio

us 6

mon

ths,

by

loca

tion

of

bully

ing,

inju

ry,

an

d se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: 200

5


Tabl

e 11

.3.—

Perc

enta

ge o

f stu

dent

s ag

es 1

2–18

who

rep

orte

d se

lect

ed b

ully

ing

prob

lem

s at

sch

ool d

urin

g th

e pr

evio

us 6

mon

ths

and

perc

enta

ge

Tabl

e 11

.3.—

dist

ribu

tion

of t

he fr

eque

ncy

of b

ully

ing

repo

rts,

by

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: 2

005

Stud

ent o

r sc

hool

Onc

e or

twic

e in

Onc

e or

twic

e a

Onc

e or

twic

eA

lmos

t eve

rych

arac

teri

stic

Tota

lth

e pa

st 6

mon

ths

mon

tha

wee

kda

y

To

tal

28.1

52.9

25.2

11.3

7.8

Sex

Mal

e27

.151

.524

.511

.88.

8 F

emal

e29

.254

.225

.910

.96.

8

Rac

e/et

hnic

ity1

Whi

te30

.052

.026

.311

.77.

1 B

lack

28.5

52.7

22.4

10.1

11.9

His

pani

c22

.357

.521

.711

.87.

8 O

ther

24.6

53.2

28.9

8.9

!4.

2!

Gra

de 6

th36

.646

.225

.018

.17.

5 7

th35

.043

.629

.114

.210

.0 8

th30

.457

.924

.07.

97.

2 9

th28

.154

.126

.211

.57.

4 1

0th

24.9

57.2

22.5

9.3

7.6

11t

h23

.057

.821

.611

.65.

7!

12t

h19

.956

.426

.75.

6!

8.0

!

Urb

anic

ity U

rban

26.0

50.4

26.0

11.2

10.7

Sub

urba

n28

.955

.325

.311

.06.

5 R

ural

29.0

48.5

24.2

12.6

8.1

!

Sect

or P

ublic

28.6

52.8

24.8

11.4

8.0

Pri

vate

22.7

53.6

31.6

10.6

!‡

! In

terp

ret d

ata

with

cau

tion.

‡ R

epor

ting

stan

dard

s no

t met

.1 O

ther

incl

udes

Am

eric

an In

dian

, Ala

ska

Nat

ive,

Asi

an o

r Pa

cific

Isla

nder

, and

mor

e th

an o

ne r

ace.

For

this

rep

ort,

non-

His

pani

c st

uden

ts w

ho id

entif

ied

them

selv

es a

s m

ore

than

one

rac

e w

ere

incl

uded

in th

e O

ther

cat

egor

y. R

espo

nden

ts w

ho id

entif

ied

them

selv

es a

s be

ing

of H

ispa

nic

orig

in a

re c

lass

ified

as

His

pani

c, r

egar

dles

s of

thei

r ra

ce.

NO

TE: “

At s

choo

l” in

clud

es th

e sc

hool

bui

ldin

g, o

n sc

hool

pro

pert

y, o

n a

scho

ol b

us, o

r go

ing

to a

nd fr

om s

choo

l. In

200

5, th

e un

it re

spon

se r

ate

for

this

sur

vey

did

not m

eet N

CES

st

atis

tical

sta

ndar

ds; t

here

fore

, int

erpr

et th

e da

ta w

ith c

autio

n. F

or m

ore

info

rmat

ion,

ple

ase

see

appe

ndix

A. P

opul

atio

n si

ze fo

r st

uden

ts a

ges

12–1

8 is

25,

811,

000

in 2

005.

Det

ail m

ay n

ot

sum

to to

tals

bec

ause

of r

ound

ing.

The

dis

trib

utio

n do

es n

ot a

dd to

100

per

cent

bec

ause

the

perc

enta

ge o

f stu

dent

s w

ho r

espo

nded

that

they

“di

dn’t

know

” ho

w o

ften

they

wer

e bu

llied

is

not s

how

n.SO

UR

CE:

U.S

. Dep

artm

ent o

f Jus

tice,

Bur

eau

of Ju

stic

e St

atis

tics,

Sch

ool C

rim

e Su

pple

men

t (SC

S) to

the

Nat

iona

l Cri

me

Vic

timiz

atio

n Su

rvey

, 200

5.

Dis

trib

utio

n of

the

freq

uenc

y of

bul

lyin

g re

port

s

Tabl

e 11

.3.

Perc

enta

ge o

f st

uden

ts a

ges

12–1

8 w

ho r

epor

ted

sele

cted

bul

lyin

g pr

oble

ms

at s

choo

l dur

ing

the

prev

ious

6 m

onth

s an

d pe

rcen

tage

dist

ribu

tion

of

the

freq

uenc

y of

bul

lyin

g re

port

s, b

y se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: 200

5


Tabl

e 12

.1.—

Perc

enta

ge o

f stu

dent

s in

gra

des

9–12

who

rep

orte

d ha

ving

bee

n in

a p

hysi

cal f

ight

dur

ing

the

prev

ious

12

mon

ths,

by

loca

tion

and

Tabl

e 12

.1.—

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: V

ario

us y

ears

, 199

3–20

05

Stud

ent o

r sc

hool

char

acte

rist

ic19

9319

9519

9719

9920

0120

0320

0519

9319

9519

9719

9920

0120

0320

05

To

tal

41.8

38.7

36.6

35.7

33.2

33.0

35.9

16.2

15.5

14.8

14.2

12.5

12.8

13.6

Sex

Mal

e51

.246

.145

.544

.043

.140

.543

.423

.521

.020

.018

.518

.017

.118

.2 F

emal

e31

.730

.626

.027

.323

.925

.128

.18.

69.

58.

69.

87.

28.

08.

8

Rac

e/et

hnic

it y1

Whi

te40

.336

.033

.733

.132

.230

.533

.115

.012

.913

.312

.311

.210

.011

.6 B

lack

49.5

41.6

43.0

41.4

36.5

39.7

43.1

22.0

20.3

20.7

18.7

16.8

17.1

16.9

His

pani

c43

.247

.940

.739

.935

.836

.141

.017

.921

.119

.015

.714

.116

.718

.3 A

sian

(2 )(2 )

(2 )22

.722

.325

.921

.6(2 )

(2 )(2 )

10.4

10.8

13.1

5.9

Am

eric

an In

dian

49.8

47.2

54.7

48.7

49.2

46.6

44.2

18.6

31.4

18.9

16.2

!18

.224

.222

.0 P

acifi

c Is

land

er(2 )

(2 )(2 )

50.7

51.7

30.0

34.4

(2 )(2 )

(2 )25

.329

.122

.224

.5 M

ore

than

one

rac

e(2 )

(2 )(2 )

40.2

39.6

38.2

46.9

(2 )(2 )

(2 )16

.914

.720

.215

.8

Gra

de 9

th50

.447

.344

.841

.139

.538

.643

.523

.121

.621

.318

.617

.318

.018

.9 1

0th

42.2

40.4

40.2

37.7

34.7

33.5

36.6

17.2

16.5

17.0

17.2

13.5

12.8

14.4

11t

h40

.536

.934

.231

.329

.130

.931

.613

.813

.612

.510

.89.

410

.410

.4 1

2th

34.8

31.0

28.8

30.4

26.5

26.5

29.1

11.4

10.6

9.5

8.1

7.5

7.3

8.5

Urb

anic

ity U

rban

——

38.2

37.0

36.8

35.5

——

—15

.814

.414

.814

.8—

Sub

urba

n—

—36

.735

.031

.333

.1—

——

14.2

13.7

11.0

12.8

— R

ural

——

32.9

36.6

33.8

29.7

——

—14

.716

.313

.810

.0—

— N

ot a

vaila

ble.

! In

terp

ret d

ata

with

cau

tion.

1 A

mer

ican

Indi

an in

clud

es A

lask

a N

ativ

e, B

lack

incl

udes

Afr

ican

Am

eric

an, P

acifi

c Is

land

er in

clud

es N

ativ

e H

awai

ian,

and

His

pani

c in

clud

es L

atin

o. R

espo

nden

ts w

ho id

entif

ied

them

selv

es a

s be

ing

of H

ispa

nic

orig

in a

re c

lass

ified

as

His

pani

c, r

egar

dles

s of

thei

r ra

ce.

2 Th

e re

spon

se c

ateg

orie

s fo

r ra

ce/e

thni

city

cha

nged

in 1

999

mak

ing

com

pari

sons

of s

ome

cate

gori

es w

ith e

arlie

r ye

ars

prob

lem

atic

. In

1993

, 199

5, a

nd 1

997,

Asi

an s

tude

nts

and

Paci

fic

Isla

nder

stu

dent

s w

ere

not c

ateg

oriz

ed s

epar

atel

y an

d st

uden

ts w

ere

not g

iven

the

optio

n of

cho

osin

g m

ore

than

one

rac

e.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. The

term

“an

ywhe

re”

is n

ot u

sed

in th

e Y

RB

S qu

estio

nnai

re; s

tude

nts

are

sim

ply

aske

d ho

w m

any

times

in th

e la

st 1

2m

onth

s th

e y h

ave

been

in a

phy

sica

l fig

ht. P

opul

atio

n si

zes

from

the

Dig

est o

f Edu

catio

n St

atis

tics,

200

5 an

d 20

02 (N

CES

200

6-03

0 an

d 20

03-0

60) f

or s

tude

nts

in g

rade

s 9–

12 a

re

13,0

93,0

00 s

tude

nts

in 1

993;

13,

697,

000

in 1

995;

14,

272,

000

in 1

997;

14,

623,

000

in 1

999;

15,

061,

000

in 2

001;

15,

723,

000

in 2

003;

and

16,

286,

000

(pro

ject

ed) i

n 20

05.

SOU

RC

E: C

ente

rs fo

r D

isea

se C

ontr

ol a

nd P

reve

ntio

n, N

atio

nal C

ente

r fo

r C

hron

ic D

isea

se P

reve

ntio

n an

d H

ealth

Pro

mot

ion,

You

th R

isk

Beh

avio

r Su

rvei

llanc

e Sy

stem

(YR

BSS

), va

riou

sye

ars,

199

3–20

05.

Any

whe

reO

n sc

hool

pro

pert

y

Tabl

e 12

.1.

Perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d ha

ving

bee

n in

a p

hysi

cal fi

ght

dur

ing

the

prev

ious

12

mon

ths,

by

loca

tion

and

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: V

ario

us y

ears

, 199

3–20

05

100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Crime and Safety: 2006

Tabl

e 12

.2.—

Perc

enta

ge o

f stu

dent

s in

gra

des

9–12

who

rep

orte

d ha

ving

bee

n in

a p

hysi

cal f

ight

dur

ing

the

prev

ious

12

mon

ths,

by

loca

tion

and

sta

Tabl

e 12

.2.—

2003

and

200

5

Stat

e20

0320

0520

0320

05St

ate

2003

2005

2003

2005

Uni

ted

Stat

es33

.035

.912

.813

.6

Ala

bam

a30

.031

.712

.914

.6M

onta

na28

.630

.510

.310

.9A

lask

a27

.1—

8.6

—N

ebra

ska

29.6

28.5

10.6

9.3

Ari

zona

30.7

32.4

10.8

11.7

Nev

ada

35.0

34.5

12.6

14.2

Ark

ansa

s—

32.1

—13

.9N

ew H

amps

hire

30.5

26.4

11.6

10.7

Cal

iforn

ia—

——

—N

ew Je

rsey

—30

.7—

10.1

Col

orad

o—

32.2

—12

.1N

ew M

exic

o—

36.7

—15

.7C

onne

ctic

ut—

32.7

—10

.5N

ew Y

ork

32.1

32.1

14.6

12.5

Del

awar

e34

.930

.311

.49.

8N

orth

Car

olin

a30

.929

.910

.711

.6D

istr

ict o

f Col

umbi

a38

.036

.315

.216

.4N

orth

Dak

ota

27.2

—8.

610

.7Fl

orid

a32

.130

.013

.311

.5O

hio

31.5

30.2

11.3

10.2

Geo

rgia

31.4

33.8

11.1

12.1

Okl

ahom

a28

.431

.111

.412

.1H

awai

i—

27.0

—10

.0O

rego

n—

——

—Id

aho

28.3

32.3

11.7

12.1

Penn

sylv

ania

——

——

Illin

ois

——

——

Rho

de Is

land

27.6

28.4

11.4

11.2

Indi

ana

30.6

29.3

10.9

11.2

Sout

h C

arol

ina

—31

.3—

12.7

Iow

a—

28.3

—11

.3So

uth

Dak

ota

27.0

26.5

9.0

8.4

Kan

sas

—28

.0—

10.1

Tenn

esse

e28

.330

.912

.210

.9K

entu

cky

26.4

29.6

10.1

12.7

Texa

s—

34.2

—14

.5Lo

uisi

ana

——

——

Uta

h28

.725

.911

.910

.4M

aine

26.5

28.2

9.2

10.0

Ver

mon

t26

.924

.312

.212

.2M

aryl

and

—36

.6—

14.9

Vir

gini

a—

——

—M

assa

chus

etts

30.7

28.6

10.2

10.2

Was

hing

ton

——

——

Mic

higa

n30

.830

.112

.211

.4W

est V

irgi

nia

26.5

29.1

10.3

12.1

Min

neso

ta—

——

—W

isco

nsin

31.4

32.6

11.6

12.2

Mis

siss

ippi

30.6

—10

.3—

Wyo

min

g31

.230

.412

.712

.2M

isso

uri

28.2

29.8

9.8

10.2

— N

ot a

vaila

ble.

NO

TE: “

On

scho

ol p

rope

rty”

was

not

def

ined

for

surv

ey r

espo

nden

ts. T

he te

rm “

anyw

here

” is

not

use

d in

the

YR

BS

ques

tionn

aire

; stu

dent

s ar

e si

mpl

y as

ked

how

man

y tim

es in

the

last

12

mon

ths

they

had

bee

n in

a p

hysi

cal f

ight

. The

est

imat

e fo

r th

e U

nite

d St

ates

is d

raw

n fr

om a

nat

iona

lly r

epre

sent

ativ

e sa

mpl

e of

sch

ools

and

is n

ot th

e ag

greg

ate

of p

artic

ipat

ing

stat

es. E

ach

stat

e es

timat

e is

bas

ed o

n a

sam

ple

that

is r

epre

sent

ativ

e of

that

sta

te. P

opul

atio

n si

zes

from

the

Dig

est o

f Edu

catio

n St

atis

tics,

200

5 (N

CES

200

6-03

0) fo

r st

uden

ts in

gra

des

9–12

are

15

,723

,000

in 2

003

and

16,2

86,0

00 (p

roje

cted

) in

2005

.SO

UR

CE:

Cen

ters

for

Dis

ease

Con

trol

and

Pre

vent

ion,

Nat

iona

l Cen

ter

for

Chr

onic

Dis

ease

Pre

vent

ion

and

Hea

lth P

rom

otio

n, Y

outh

Ris

k B

ehav

ior

Surv

eilla

nce

Syst

em (Y

RB

SS),

prev

ious

ly

unpu

blis

hed

tabu

latio

n, 2

003

and

2005

.

Any

whe

reO

n sc

hool

pro

pert

yA

nyw

here

On

scho

ol p

rope

rty

Tabl

e 12

.2.

Perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d ha

ving

bee

n in

a p

hysi

cal fi

ght

dur

ing

the

prev

ious

12

mon

ths,

by

loca

tion

and

sta

te:

20

03 a

nd 2

005

Supplemental Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Tabl

e 13

.1.—

Perc

enta

ge o

f stu

dent

s in

gra

des

9–12

who

rep

orte

d ca

rryi

ng a

wea

pon

at le

ast

1 da

y du

ring

the

pre

viou

s 30

day

s, b

y lo

cati

on a

nd

Tabl

e 13

.1.—

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: V

ario

us y

ears

, 199

3–20

05

Stud

ent o

r sc

hool

char

acte

rist

ic19

9319

9519

9719

9920

0120

0320

0519

9319

9519

9719

9920

0120

0320

05

To

tal

22.1

20.0

18.3

17.3

17.4

17.1

18.5

11.8

9.8

8.5

6.9

6.4

6.1

6.5

Sex

Mal

e34

.331

.127

.728

.629

.326

.929

.817

.914

.312

.511

.010

.28.

910

.2 F

emal

e9.

28.

37.

06.

06.

26.

77.

15.

14.

93.

72.

82.

93.

12.

6

Rac

e/et

hnic

it y1

Whi

te20

.618

.917

.016

.417

.916

.718

.710

.99.

07.

86.

46.

15.

56.

1 B

lack

28.5

21.8

21.7

17.2

15.2

17.3

16.4

15.0

10.3

9.2

5.0

6.3

6.9

5.1

His

pani

c24

.424

.723

.318

.716

.516

.519

.013

.314

.110

.47.

96.

46.

08.

2 A

sian

(2 )(2 )

(2 )13

.010

.611

.67.

0(2 )

(2 )(2 )

6.5

7.2

6.6

!2.

8!

Am

eric

an In

dian

34.2

32.0

26.2

21.8

31.2

29.3

25.6

17.6

!13

.0!

15.9

11.6

!16

.412

.97.

2 P

acifi

c Is

land

er(2 )

(2 )(2 )

25.3

17.4

16.3

!20

.0!

(2 )(2 )

(2 )9.

310

.0!

4.9

!15

.4!

Mor

e th

an o

ne r

ace

(2 )(2 )

(2 )22

.225

.229

.826

.7(2 )

(2 )(2 )

11.4

13.2

13.3

!11

.9

Gra

de 9

th25

.522

.622

.617

.619

.818

.019

.912

.610

.710

.27.

26.

75.

36.

4 1

0th

21.4

21.1

17.4

18.7

16.7

15.9

19.4

11.5

10.4

7.7

6.6

6.7

6.0

6.9

11t

h21

.520

.318

.216

.116

.818

.217

.111

.910

.29.

47.

06.

16.

65.

9 1

2th

19.9

16.1

15.4

15.9

15.1

15.5

16.9

10.8

7.6

7.0

6.2

6.1

6.4

6.7

Urb

anic

ity U

rban

——

18.7

15.8

15.3

17.0

——

—7.

07.

26.

05.

6—

Sub

urba

n—

—16

.817

.017

.416

.5—

——

8.7

6.2

6.3

6.4

— R

ural

——

22.3

22.3

23.0

18.9

——

—11

.29.

68.

36.

3—

— N

ot a

vaila

ble.

! In

terp

ret d

ata

with

cau

tion.

1 A

mer

ican

Indi

an in

clud

es A

lask

a N

ativ

e, B

lack

incl

udes

Afr

ican

Am

eric

an, P

acifi

c Is

land

er in

clud

es N

ativ

e H

awai

ian,

and

His

pani

c in

clud

es L

atin

o. R

espo

nden

ts w

ho id

entif

ied

them

selv

es a

s be

ing

of H

ispa

nic

orig

in a

re c

lass

ified

as

His

pani

c, r

egar

dles

s of

thei

r ra

ce.

2 Th

e re

spon

se c

ateg

orie

s fo

r ra

ce/e

thni

city

cha

nged

in 1

999

mak

ing

com

pari

sons

of s

ome

cate

gori

es w

ith e

arlie

r ye

ars

prob

lem

atic

. In

1993

, 199

5, a

nd 1

997,

Asi

an s

tude

nts

and

Paci

fic

Isla

nder

stu

dent

s w

ere

not c

ateg

oriz

ed s

epar

atel

y an

d st

uden

ts w

ere

not g

iven

the

optio

n of

cho

osin

g m

ore

than

one

rac

e.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. The

term

“an

ywhe

re”

is n

ot u

sed

in th

e Y

RB

S qu

estio

nnai

re; s

tude

nts

are

sim

ply

aske

d ho

w m

any

days

they

car

ried

a

wea

pon

duri

ng th

e pa

st 3

0 da

ys. P

opul

atio

n si

zes

from

the

Dig

est o

f Edu

catio

n St

atis

tics,

200

5 an

d 20

02 (N

CES

200

6-03

0 an

d 20

03-0

60) f

or s

tude

nts

in g

rade

s 9–

12 a

re 1

3,09

3,00

0 st

uden

tsin

199

3; 1

3,69

7,00

0 in

199

5; 1

4,27

2,00

0 in

199

7; 1

4,62

3,00

0 in

199

9; 1

5,06

1,00

0 in

200

1; 1

5,72

3,00

0 in

200

3; a

nd 1

6,28

6,00

0 (p

roje

cted

) in

2005

.SO

UR

CE:

Cen

ters

for

Dis

ease

Con

trol

and

Pre

vent

ion,

Nat

iona

l Cen

ter

for

Chr

onic

Dis

ease

Pre

vent

ion

and

Hea

lth P

rom

otio

n, Y

outh

Ris

k B

ehav

ior

Surv

eilla

nce

Syst

em (Y

RB

SS),

vari

ous

year

s, 1

993–

2005

.

Any

whe

reO

n sc

hool

pro

pert

y

Tabl

e 13

.1.

Perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d ca

rryi

ng a

wea

pon

at le

ast

1 da

y du

ring

the

pre

viou

s 30

day

s, b

y lo

cati

on a

nd

se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: Var

ious

yea

rs, 1

993–

2005


Tabl

e 13

.2.—

Perc

enta

ge o

f stu

dent

s in

gra

des

9–12

who

rep

orte

d ca

rryi

ng a

wea

pon

at le

ast

1 da

y du

ring

the

pre

viou

s 30

day

s, b

y lo

cati

on a

nd s

tat

Tabl

e 13

.2.—

2003

and

200

5

Stat

e20

0320

0520

0320

05St

ate

2003

2005

2003

2005

Uni

ted

Stat

es17

.118

.56.

16.

5

Ala

bam

a19

.921

.07.

48.

4M

onta

na19

.421

.47.

210

.2A

lask

a18

.4—

7.1

—N

ebra

ska

16.0

17.9

5.0

4.8

Ari

zona

17.0

20.6

4.9

7.4

Nev

ada

14.9

18.4

6.3

6.8

Ark

ansa

s—

25.9

—10

.5N

ew H

amps

hire

15.2

16.2

5.8

6.5

Cal

iforn

ia—

——

—N

ew Je

rsey

—10

.5—

3.1

Col

orad

o—

17.0

—5.

4N

ew M

exic

o—

24.5

—8.

0C

onne

ctic

ut—

16.3

—6.

4N

ew Y

ork

13.5

14.3

5.2

5.2

Del

awar

e16

.016

.65.

05.

7N

orth

Car

olin

a19

.221

.56.

36.

4D

istr

ict o

f Col

umbi

a25

.017

.210

.66.

7N

orth

Dak

ota

——

5.7

6.0

Flor

ida

17.2

15.2

5.3

4.7

Ohi

o12

.615

.23.

64.

4G

eorg

ia18

.722

.15.

07.

5O

klah

oma

21.8

18.9

8.0

7.0

Haw

aii

—13

.3—

4.9

Ore

gon

——

——

Idah

o—

23.9

7.7

—Pe

nnsy

lvan

ia—

——

—Ill

inoi

s—

——

—R

hode

Isla

nd12

.312

.45.

94.

9In

dian

a17

.819

.26.

35.

8So

uth

Car

olin

a—

20.5

—6.

7Io

wa

—15

.7—

4.4

Sout

h D

akot

a—

—7.

18.

3K

ansa

s—

16.2

—4.

9Te

nnes

see

21.3

24.1

5.5

8.1

Ken

tuck

y18

.523

.17.

46.

8Te

xas

—19

.3—

7.9

Loui

sian

a—

——

—U

tah

15.3

17.7

5.6

7.0

Mai

ne16

.518

.36.

65.

9V

erm

ont

——

8.3

9.1

Mar

ylan

d—

19.1

—6.

9V

irgi

nia

——

——

Mas

sach

uset

ts13

.515

.25.

05.

8W

ashi

ngto

n—

——

—M

ichi

gan

15.2

15.8

5.1

4.7

Wes

t Vir

gini

a20

.722

.46.

68.

5M

inne

sota

——

——

Wis

cons

in13

.215

.83.

23.

9M

issi

ssip

pi20

.0—

5.2

—W

yom

ing

24.6

28.0

10.1

10.0

Mis

sour

i16

.819

.45.

57.

3

— N

ot a

vaila

ble.

NO

TE: “

On

scho

ol p

rope

rty”

was

not

def

ined

for

surv

ey r

espo

nden

ts. T

he te

rm “

anyw

here

” is

not

use

d in

the

YR

BS

ques

tionn

aire

; stu

dent

s ar

e si

mpl

y as

ked

how

man

y da

ys th

ey c

arri

ed a

w

eapo

n du

ring

the

past

30

days

. The

est

imat

e fo

r th

e U

nite

d St

ates

is d

raw

n fr

om a

nat

iona

lly r

epre

sent

ativ

e sa

mpl

e of

sch

ools

and

is n

ot th

e ag

greg

ate

of p

artic

ipat

ing

stat

es. E

ach

stat

e es

timat

e is

bas

ed o

n a

sam

ple

that

is r

epre

sent

ativ

e of

that

sta

te. P

opul

atio

n si

zes

from

the

Dig

est o

f Edu

catio

n St

atis

tics,

200

5 (N

CES

200

6-03

0) fo

r st

uden

ts in

gra

des

9–12

are

15,

723,

000

in 2

003

and

16,2

86,0

00 (p

roje

cted

) in

2005

.SO

UR

CE:

Cen

ters

for

Dis

ease

Con

trol

and

Pre

vent

ion,

Nat

iona

l Cen

ter

for

Chr

onic

Dis

ease

Pre

vent

ion

and

Hea

lth P

rom

otio

n, Y

outh

Ris

k B

ehav

ior

Surv

eilla

nce

Syst

em (Y

RB

SS),

prev

ious

ly

unpu

blis

hed

tabu

latio

n, 2

003

and

2005

.

Any

whe

reO

n sc

hool

pro

pert

yA

nyw

here

On

scho

ol p

rope

rty

Tabl

e 13

.2.

Perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d ca

rryi

ng a

wea

pon

at le

ast

1 da

y du

ring

the

pre

viou

s 30

day

s, b

y lo

cati

on a

nd s

tate

:

2003

and

200

5


Tabl

e 14

.1.—

Perc

enta

ge o

f stu

dent

s in

gra

des

9–12

who

rep

orte

d us

ing

alco

hol d

urin

g th

e pr

evio

us 3

0 da

ys, b

y lo

cati

on a

nd s

elec

ted

stud

ent

and

Tabl

e 14

.1.—

scho

ol c

hara

cter

isti

cs: V

ario

us y

ears

, 199

3–20

05

Stud

ent o

r sc

hool

char

acte

rist

ic19

9319

9519

9719

9920

0120

0320

0519

9319

9519

9719

9920

0120

0320

05

To

tal

48.0

51.6

50.8

50.0

47.1

44.9

43.3

5.2

6.3

5.6

4.9

4.9

5.2

4.3

Sex

Mal

e50

.153

.253

.352

.349

.243

.843

.86.

27.

27.

26.

16.

16.

05.

3 F

emal

e45

.949

.947

.847

.745

.045

.842

.84.

25.

33.

63.

63.

84.

23.

3

Rac

e/et

hnic

ity1

Whi

te49

.954

.154

.052

.550

.447

.146

.44.

65.

64.

84.

84.

23.

93.

8 B

lack

42.5

42.0

36.9

39.9

32.7

37.4

31.2

6.9

7.6

5.6

4.3

5.3

5.8

3.2

His

pani

c50

.854

.753

.952

.849

.245

.646

.86.

89.

68.

27.

07.

07.

67.

7 A

sian

(2 )(2 )

(2 )25

.728

.427

.521

.5(2 )

(2 )(2 )

2.0

6.8

5.6

1.3

! A

mer

ican

Indi

an45

.351

.457

.649

.451

.451

.957

.46.

7!

8.1

!8.

6!

‡8.

27.

1!

6.2

! P

acifi

c Is

land

er(2 )

(2 )(2 )

60.8

52.3

40.0

38.7

(2 )(2 )

(2 )6.

712

.48.

5!

‡ M

ore

than

one

rac

e(2 )

(2 )(2 )

51.1

45.4

47.1

39.0

(2 )(2 )

(2 )5.

27.

0!

13.3

3.5

Gra

de 9

th40

.545

.644

.240

.641

.136

.236

.25.

27.

55.

94.

45.

35.

13.

7 1

0th

44.0

49.5

47.2

49.7

45.2

43.5

42.0

4.7

5.9

4.6

5.0

5.1

5.6

4.5

11t

h49

.753

.753

.250

.949

.347

.046

.05.

25.

76.

04.

74.

75.

04.

0 1

2th

56.4

56.5

57.3

61.7

55.2

55.9

50.8

5.5

6.2

5.9

5.0

4.3

4.5

4.8

Urb

anic

ity U

rban

——

48.9

46.5

45.2

41.5

——

—6.

45.

05.

46.

1—

Sub

urba

n—

—50

.551

.447

.646

.5—

——

5.2

4.6

4.9

4.8

— R

ural

——

55.4

52.2

50.2

45.3

——

—5.

35.

64.

04.

7—

— N

ot a

vaila

ble.

! In

terp

ret d

ata

with

cau

tion.

‡ R

epor

ting

stan

dard

s no

t met

.1 A

mer

ican

Indi

an in

clud

es A

lask

a N

ativ

e, B

lack

incl

udes

Afr

ican

Am

eric

an, P

acifi

c Is

land

er in

clud

es N

ativ

e H

awai

ian,

and

His

pani

c in

clud

es L

atin

o. R

espo

nden

ts w

ho id

entif

ied

them

selv

es a

s be

ing

of H

ispa

nic

orig

in a

re c

lass

ified

as

His

pani

c, r

egar

dles

s of

thei

r ra

ce.

2 Th

e re

spon

se c

ateg

orie

s fo

r ra

ce/e

thni

city

cha

nged

in 1

999

mak

ing

com

pari

sons

of s

ome

cate

gori

es w

ith e

arlie

r ye

ars

prob

lem

atic

. In

1993

, 199

5, a

nd 1

997,

Asi

an s

tude

nts

and

Paci

fic

Isla

nder

stu

dent

s w

ere

not c

ateg

oriz

ed s

epar

atel

y an

d st

uden

ts w

ere

not g

iven

the

optio

n of

cho

osin

g m

ore

than

one

rac

e.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. The

term

“an

ywhe

re”

is n

ot u

sed

in th

e Y

RB

S qu

estio

nnai

re; s

tude

nts

are

sim

ply

aske

d ho

w m

any

days

did

they

hav

e at

leas

t one

dri

nk o

f alc

ohol

dur

ing

the

past

30

days

. Pop

ulat

ion

size

s fr

om th

e D

iges

t of E

duca

tion

Stat

istic

s, 2

005

and

2002

(NC

ES 2

006-

030

and

2003

-060

) for

stu

dent

s in

gra

des

9–12

are

13

,093

,000

stu

dent

s in

199

3; 1

3,69

7,00

0 in

199

5; 1

4,27

2,00

0 in

199

7; 1

4,62

3,00

0 in

199

9; 1

5,06

1,00

0 in

200

1; 1

5,72

3,00

0 in

200

3; a

nd 1

6,28

6,00

0 (p

roje

cted

) in

2005

.SO

UR

CE:

Cen

ters

for

Dis

ease

Con

trol

and

Pre

vent

ion,

Nat

iona

l Cen

ter

for

Chr

onic

Dis

ease

Pre

vent

ion

and

Hea

lth P

rom

otio

n, Y

outh

Ris

k B

ehav

ior

Surv

eilla

nce

Syst

em (Y

RB

SS),

vari

ous

year

s, 1

993–

2005

.

On

scho

ol p

rope

rty

Any

whe

re

Tabl

e 14

.1.

Perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d us

ing

alco

hol d

urin

g th

e pr

evio

us 3

0 da

ys, b

y lo

cati

on a

nd s

elec

ted

stud

ent

and

sc

hool

cha

ract

eris

tics

: Var

ious

yea

rs, 1

993–

2005


Tabl

e 14

.2.—

Perc

enta

ge o

f stu

dent

s in

gra

des

9–12

who

rep

orte

d us

ing

alco

hol d

urin

g th

e pr

evio

us 3

0 da

ys, b

y lo

cati

on a

nd s

tate

: 200

3 an

d 20

05

Stat

e20

0320

0520

0320

05St

ate

2003

2005

2003

2005

Uni

ted

Stat

es44

.943

.35.

24.

3

Ala

bam

a40

.239

.44.

14.

5M

onta

na49

.548

.66.

76.

4A

lask

a38

.7—

4.9

—N

ebra

ska

46.5

42.9

4.6

3.6

Ari

zona

50.9

47.1

6.6

7.5

Nev

ada

43.4

41.4

7.4

6.8

Ark

ansa

s—

43.1

—5.

2N

ew H

amps

hire

47.1

44.0

4.0

—C

alifo

rnia

——

——

New

Jers

ey—

46.5

—3.

7C

olor

ado

—47

.4—

5.9

New

Mex

ico

—42

.3—

7.6

Con

nect

icut

—45

.3—

6.7

New

Yor

k44

.243

.45.

24.

1D

elaw

are

45.4

43.1

4.8

5.5

Nor

th C

arol

ina

39.4

42.3

3.6

5.4

Dis

tric

t of C

olum

bia

33.8

23.1

4.9

4.6

Nor

th D

akot

a54

.249

.05.

13.

6Fl

orid

a42

.739

.75.

14.

5O

hio

42.2

42.4

3.9

3.2

Geo

rgia

37.7

39.9

3.7

4.3

Okl

ahom

a47

.840

.53.

23.

8H

awai

i—

34.8

—8.

8O

rego

n—

——

—Id

aho

34.8

39.8

3.9

4.3

Penn

sylv

ania

——

——

Illin

ois

——

——

Rho

de Is

land

44.5

42.7

4.6

5.3

Indi

ana

44.9

41.4

3.9

3.4

Sout

h C

arol

ina

—43

.2—

6.0

Iow

a—

43.8

—4.

6So

uth

Dak

ota

50.2

46.6

5.5

4.0

Kan

sas

—43

.9—

5.1

Tenn

esse

e41

.141

.84.

23.

7K

entu

cky

45.2

37.4

4.8

3.5

Texa

s—

47.3

—5.

7Lo

uisi

ana

——

——

Uta

h21

.315

.83.

82.

1M

aine

42.2

43.0

3.7

3.9

Ver

mon

t43

.541

.85.

34.

8M

aryl

and

—39

.8—

3.2

Vir

gini

a—

——

—M

assa

chus

etts

45.7

47.8

5.3

4.2

Was

hing

ton

——

——

Mic

higa

n44

.038

.14.

63.

6W

est V

irgi

nia

44.4

41.5

4.1

6.4

Min

neso

ta—

——

—W

isco

nsin

47.3

49.2

——

Mis

siss

ippi

41.8

—4.

9—

Wyo

min

g49

.045

.46.

26.

2M

isso

uri

49.2

40.8

2.6

3.3

— N

ot a

vaila

ble.

NO

TE: “

On

scho

ol p

rope

rty”

was

not

def

ined

for

surv

ey r

espo

nden

ts. T

he te

rm “

anyw

here

” is

not

use

d in

the

YR

BS

ques

tionn

aire

; stu

dent

s ar

e si

mpl

y as

ked

how

man

y da

ys d

id th

ey h

ave

at le

ast o

ne d

rink

of a

lcoh

ol d

urin

g th

e pa

st 3

0 da

ys. T

he e

stim

ate

for

the

Uni

ted

Stat

es is

dra

wn

from

a n

atio

nally

rep

rese

ntat

ive

sam

ple

of s

choo

ls a

nd is

not

the

aggr

egat

e of

par

ticip

atin

g st

ates

. Eac

h st

ate

estim

ate

is b

ased

on

a sa

mpl

e th

at is

rep

rese

ntat

ive

of th

at s

tate

. Pop

ulat

ion

size

s fr

om th

e D

iges

t of E

duca

tion

Stat

istic

s, 2

005

(NC

ES 2

006-

030)

for

stud

ents

in g

rade

s 9–

12

are

15,7

23,0

00 in

200

3 an

d 16

,286

,000

(pro

ject

ed) i

n 20

05.

SOU

RC

E: C

ente

rs fo

r D

isea

se C

ontr

ol a

nd P

reve

ntio

n, N

atio

nal C

ente

r fo

r C

hron

ic D

isea

se P

reve

ntio

n an

d H

ealth

Pro

mot

ion,

You

th R

isk

Beh

avio

r Su

rvei

llanc

e Sy

stem

(YR

BSS

), pr

evio

usly

un

publ

ishe

d ta

bula

tion,

200

3 an

d 20

05.

Any

whe

reO

n sc

hool

pro

pert

yA

nyw

here

On

scho

ol p

rope

rty

Tabl

e 14

.2.

Perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d us

ing

alco

hol d

urin

g th

e pr

evio

us 3

0 da

ys, b

y lo

cati

on a

nd s

tate

: 200

3 an

d 20

05


Tabl

e 15

.1.—

Perc

enta

ge o

f stu

dent

s in

gra

des

9–12

who

rep

orte

d us

ing

mar

ijuan

a du

ring

the

pre

viou

s 30

day

s, b

y lo

cati

on a

nd s

elec

ted

stud

ent

and

Tabl

e 15

.1.—

scho

ol c

hara

cter

isti

cs: V

ario

us y

ears

, 199

3–20

05

Stud

ent o

r sc

hool

char

acte

rist

ic19

9319

9519

9719

9920

0120

0320

0519

9319

9519

9719

9920

0120

0320

05

To

tal

17.7

25.3

26.2

26.7

23.9

22.4

20.2

5.6

8.8

7.0

7.2

5.4

5.8

4.5

Sex

Mal

e20

.628

.430

.230

.827

.925

.122

.17.

811

.99.

010

.18.

07.

66.

0 F

emal

e14

.622

.021

.422

.620

.019

.318

.23.

35.

54.

64.

42.

93.

73.

0

Rac

e/et

hnic

it y1

Whi

te17

.324

.525

.026

.424

.421

.720

.35.

07.

15.

86.

54.

84.

53.

8 B

lack

18.6

28.6

28.2

26.4

21.8

23.9

20.4

7.3

12.3

9.1

7.2

6.1

6.6

4.9

His

pani

c19

.427

.828

.628

.224

.623

.823

.07.

512

.910

.410

.77.

48.

27.

7 A

sian

(2 )(2 )

(2 )13

.510

.99.

56.

7(2 )

(2 )(2 )

4.3

4.7

!4.

3!

‡ A

mer

ican

Indi

an17

.428

.044

.236

.236

.432

.830

.3‡

10.1

!16

.2!

‡21

.5!

11.4

!9.

2 P

acifi

c Is

land

er(2 )

(2 )(2 )

33.8

21.9

28.1

!12

.4(2 )

(2 )(2 )

11.0

6.4

!9.

1!

‡ M

ore

than

one

rac

e(2 )

(2 )(2 )

29.1

31.8

28.3

16.9

(2 )(2 )

(2 )7.

85.

211

.4!

3.6

Gra

de 9

th13

.220

.923

.621

.719

.418

.517

.44.

48.

78.

16.

65.

56.

65.

0 1

0th

16.5

25.5

25.0

27.8

24.8

22.0

20.2

6.5

9.8

6.4

7.6

5.8

5.2

4.6

11t

h18

.427

.629

.326

.725

.824

.121

.06.

58.

67.

97.

05.

15.

64.

1 1

2th

22.0

26.2

26.6

31.5

26.9

25.8

22.8

5.1

8.0

5.7

7.3

4.9

5.0

4.1

Urb

anic

ity U

rban

——

26.8

27.5

25.6

23.4

——

—8.

08.

56.

86.

8—

Sub

urba

n—

—27

.026

.122

.522

.8—

——

7.0

6.4

4.7

6.0

— R

ural

——

21.9

28.0

26.2

19.9

——

—4.

9!

8.1

5.3

3.9

—

— N

ot a

vaila

ble.

! In

terp

ret d

ata

with

cau

tion.

‡ R

epor

ting

stan

dard

s no

t met

.1 A

mer

ican

Indi

an in

clud

es A

lask

a N

ativ

e, B

lack

incl

udes

Afr

ican

Am

eric

an, P

acifi

c Is

land

er in

clud

es N

ativ

e H

awai

ian,

and

His

pani

c in

clud

es L

atin

o. R

espo

nden

ts w

ho id

entif

ied

them

selv

es a

s be

ing

of H

ispa

nic

orig

in a

re c

lass

ified

as

His

pani

c, r

egar

dles

s of

thei

r ra

ce.

2 Th

e re

spon

se c

ateg

orie

s fo

r ra

ce/e

thni

city

cha

nged

in 1

999

mak

ing

com

pari

sons

of s

ome

cate

gori

es w

ith e

arlie

r ye

ars

prob

lem

atic

. In

1993

, 199

5, a

nd 1

997,

Asi

an s

tude

nts

and

Paci

fic

Isla

nder

stu

dent

s w

ere

not c

ateg

oriz

ed s

epar

atel

y an

d st

uden

ts w

ere

not g

iven

the

optio

n of

cho

osin

g m

ore

than

one

rac

e.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. The

term

“an

ywhe

re”

is n

ot u

sed

in th

e Y

RB

S qu

estio

nnai

re; s

tude

nts

are

sim

ply

aske

d ho

w m

any

times

dur

ing

the

past

30

days

they

use

d m

ariju

ana.

Pop

ulat

ion

size

s fr

om th

e D

iges

t of E

duca

tion

Stat

istic

s, 2

005

and

2002

(NC

ES 2

006-

030

and

2003

-060

) for

stu

dent

s in

gra

des

9–12

are

13,

093,

000

stud

ents

in 1

993;

13,

697,

000

in 1

995;

14,

272,

000

in 1

997;

14,

623,

000

in 1

999;

15,

061,

000

in 2

001;

15,

723,

000

in 2

003;

and

16,

286,

000

(pro

ject

ed) i

n 20

05.

SOU

RC

E: C

ente

rs fo

r D

isea

se C

ontr

ol a

nd P

reve

ntio

n, N

atio

nal C

ente

r fo

r C

hron

ic D

isea

se P

reve

ntio

n an

d H

ealth

Pro

mot

ion,

You

th R

isk

Beh

avio

r Su

rvei

llanc

e Sy

stem

(YR

BSS

), va

riou

s ye

ars,

199

3–20

05.

Any

whe

reO

n sc

hool

pro

pert

y

Tabl

e 15

.1.

Perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d us

ing

mar

ijuan

a du

ring

the

pre

viou

s 30

day

s, b

y lo

cati

on a

nd s

elec

ted

stud

ent

and

sc

hool

cha

ract

eris

tics

: Var

ious

yea

rs, 1

993–

2005


Tabl

e 15

.2.—

Perc

enta

ge o

f stu

dent

s in

gra

des

9–12

who

rep

orte

d us

ing

mar

ijuan

a du

ring

the

pre

viou

s 30

day

s, b

y lo

cati

on a

nd s

tate

: 200

3 an

d 20

05

Stat

e20

0320

0520

0320

05St

ate

2003

2005

2003

2005

Uni

ted

Stat

es22

.420

.25.

84.

5

Ala

bam

a17

.718

.52.

63.

5M

onta

na23

.122

.36.

46.

1A

lask

a23

.9—

6.5

—N

ebra

ska

18.3

17.5

3.9

3.1

Ari

zona

23.7

20.0

5.6

5.1

Nev

ada

22.3

17.3

5.3

5.7

Ark

ansa

s—

18.9

—4.

1N

ew H

amps

hire

30.6

25.9

6.6

—C

alifo

rnia

——

——

New

Jers

ey—

19.9

—3.

5C

olor

ado

—22

.7—

6.0

New

Mex

ico

—26

.2—

8.4

Con

nect

icut

—23

.1—

5.1

New

Yor

k20

.718

.34.

53.

6D

elaw

are

27.3

22.8

6.0

5.6

Nor

th C

arol

ina

24.3

21.4

3.5

4.1

Dis

tric

t of C

olum

bia

23.5

14.5

7.5

4.8

Nor

th D

akot

a20

.615

.56.

34.

0Fl

orid

a21

.416

.84.

94.

0O

hio

21.5

20.9

4.2

4.3

Geo

rgia

19.6

18.9

3.2

3.3

Okl

ahom

a22

.018

.74.

33.

0H

awai

i—

17.2

—7.

2O

rego

n—

——

—Id

aho

14.7

17.1

2.7

3.9

Penn

sylv

ania

——

——

Illin

ois

——

——

Rho

de Is

land

27.7

25.0

7.4

7.2

Indi

ana

22.1

18.9

3.8

3.4

Sout

h C

arol

ina

—19

.1—

4.6

Iow

a—

15.6

—2.

7So

uth

Dak

ota

21.5

16.8

4.5

2.9

Kan

sas

—15

.6—

3.2

Tenn

esse

e23

.619

.54.

13.

5K

entu

cky

21.1

15.8

4.3

3.2

Texa

s—

21.7

—3.

8Lo

uisi

ana

——

——

Uta

h11

.47.

63.

71.

7M

aine

26.4

22.2

6.3

4.6

Ver

mon

t28

.225

.38.

07.

1M

aryl

and

—18

.5—

3.7

Vir

gini

a—

——

—M

assa

chus

etts

27.7

26.2

6.3

5.3

Was

hing

ton

——

——

Mic

higa

n24

.018

.87.

03.

7W

est V

irgi

nia

23.1

19.6

4.5

4.9

Min

neso

ta—

——

—W

isco

nsin

21.9

15.9

——

Mis

siss

ippi

20.7

—4.

4—

Wyo

min

g20

.417

.85.

14.

0M

isso

uri

21.8

18.1

3.1

4.0

— N

ot a

vaila

ble.

NO

TE: “

On

scho

ol p

rope

rty”

was

not

def

ined

for

surv

ey r

espo

nden

ts. T

he te

rm “

anyw

here

” is

not

use

d in

the

YR

BS

ques

tionn

aire

; stu

dent

s ar

e si

mpl

y as

ked

how

man

y tim

es d

urin

g th

e pa

st 3

0 da

ys th

ey u

sed

mar

ijuan

a. T

he e

stim

ate

for

the

Uni

ted

Stat

es is

dra

wn

from

a n

atio

nally

rep

rese

ntat

ive

sam

ple

of s

choo

ls a

nd is

not

the

aggr

egat

e of

par

ticip

atin

g st

ates

. Eac

h st

ate

estim

ate

is b

ased

on

a sa

mpl

e th

at is

rep

rese

ntat

ive

of th

at s

tate

. Pop

ulat

ion

size

s fr

om th

e D

iges

t of E

duca

tion

Stat

istic

s, 2

005

(NC

ES 2

006-

030)

for

stud

ents

in g

rade

s 9–

12 a

re 1

5,72

3,00

0 in

200

3 an

d 16

,286

,000

(pro

ject

ed) i

n 20

05.

SOU

RC

E: C

ente

rs fo

r D

isea

se C

ontr

ol a

nd P

reve

ntio

n, N

atio

nal C

ente

r fo

r C

hron

ic D

isea

se P

reve

ntio

n an

d H

ealth

Pro

mot

ion,

You

th R

isk

Beh

avio

r Su

rvei

llanc

e Sy

stem

(YR

BSS

), pr

evio

usly

un

publ

ishe

d ta

bula

tion,

200

3 an

d 20

05.

On

scho

ol p

rope

rty

Any

whe

reO

n sc

hool

pro

pert

yA

nyw

here

Tabl

e 15

.2.

Perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d us

ing

mar

ijuan

a du

ring

the

pre

viou

s 30

day

s, b

y lo

cati

on a

nd s

tate

: 200

3 an

d 20

05


Tabl

e 16

.1.—

Perc

enta

ge o

f stu

dent

s ag

es 1

2–18

who

rep

orte

d be

ing

afra

id o

f att

ack

or h

arm

dur

ing

the

prev

ious

6 m

onth

s, b

y lo

cati

on a

nd s

elec

ted

Tabl

e 16

.1.—

stud

ent

and

scho

ol c

hara

cter

isti

cs: V

ario

us y

ears

, 199

5–20

05

Stud

ent o

rsc

hool

cha

ract

eris

tic19

9519

9920

0120

0320

0519

9519

9920

0120

0320

05

To

tal

11.8

7.3

6.4

6.1

6.2

—5.

74.

65.

45.

1

Sex

Mal

e10

.86.

56.

45.

35.

9—

4.1

3.7

4.0

4.5

Fem

ale

12.8

8.2

6.4

6.9

6.6

—7.

45.

66.

85.

7

Rac

e/et

hnic

ity1

Whi

te8.

15.

04.

94.

14.

5—

4.3

3.7

3.8

4.2

Bla

ck20

.313

.58.

910

.79.

0—

8.7

6.3

10.0

7.2

His

pani

c20

.911

.710

.69.

510

.1—

8.9

6.5

7.4

6.1

Oth

er13

.56.

76.

45.

06.

3—

5.4

6.6

3.9

5.9

!

Gra

de 6

th14

.310

.910

.610

.09.

5—

7.8

6.3

6.8

5.7

7th

15.3

9.5

9.2

8.2

9.1

—6.

15.

56.

77.

5 8

th13

.08.

17.

66.

36.

9—

5.5

4.4

5.3

4.9

9th

11.6

7.1

5.5

6.3

5.7

—4.

64.

54.

33.

8 1

0th

11.0

7.1

5.0

4.4

5.3

—4.

84.

25.

34.

6 1

1th

8.9

4.8

4.8

4.7

4.5

—5.

94.

74.

74.

1 1

2th

7.8

4.8

2.9

3.7

3.3

—6.

13.

34.

95.

3

Urb

anic

ity U

rban

18.4

11.6

9.7

9.5

10.2

—9.

17.

48.

16.

6 S

ubur

ban

9 .8

6.2

4.8

4.8

4.7

—5.

03.

84.

44.

5 R

ural

8.6

4.8

6.0

4.7

5.1

—3.

03.

04.

04.

6

Sect

or P

ublic

12.2

7.7

6.6

6.4

6.5

—5.

84.

65.

45.

1 P

riva

te7.

33.

64.

63.

03.

8—

5.0

5.1

4.7

4.7

— N

ot a

vaila

ble.

! In

terp

ret d

ata

with

cau

tion.

1 O

ther

incl

udes

Am

eric

an In

dian

, Ala

ska

Nat

ive,

Asi

an o

r Pa

cific

Isla

nder

, and

, fro

m 2

003

onw

ard,

mor

e th

an o

ne r

ace.

For

this

rep

ort,

non-

His

pani

c st

uden

ts w

ho id

entif

ied

them

selv

es a

s

mor

e th

an o

n e r

ace

wer

e in

clud

ed in

the

Oth

er c

ateg

ory.

Res

pond

ents

who

iden

tifie

d th

emse

lves

as

bein

g of

His

pani

c or

igin

are

cla

ssifi

ed a

s H

ispa

nic,

reg

ardl

ess

of th

eir

race

. Due

to

chan

ges

in r

acia

l/eth

n ic

cate

gori

es, c

ompa

riso

ns o

f rac

e/et

hnic

ity a

cros

s ye

ars

shou

ld b

e m

ade

with

cau

tion.

NO

TE: “

At s

choo

l” in

clud

es th

e sc

hool

bui

ldin

g, o

n sc

hool

pro

pert

y, o

n a

scho

ol b

us, a

nd, f

rom

200

1 on

war

d, g

oing

to a

nd fr

om s

choo

l. Fo

r th

e 20

01 s

urve

y, th

e w

ordi

ng w

as c

hang

ed

from

“at

tack

or

harm

” to

“at

tack

or

thre

at o

f atta

ck.”

Incl

udes

stu

dent

s w

ho r

epor

ted

that

they

som

etim

es o

r m

ost o

f the

tim

e fe

ared

bei

ng v

ictim

ized

in th

is w

ay. F

ear

of a

ttack

aw

ay fr

om

scho

ol w

as n

ot c

olle

cted

in 1

995.

In 2

005,

the

unit

resp

onse

rat

e fo

r th

is s

urve

y di

d no

t mee

t NC

ES s

tatis

tical

sta

ndar

ds; t

here

fore

, int

erpr

et th

e da

ta w

ith c

autio

n. F

or m

ore

info

rmat

ion,

pl

ease

see

app

endi

x A

. Pop

ulat

ion

size

s fo

r st

uden

ts a

ges

12–1

8 ar

e 23

,325

,000

in 1

995;

24,

614,

000

in 1

999;

24,

315,

000

in 2

001;

25,

684,

000

in 2

003;

and

25,

811,

000

in 2

005.

SOU

RC

E: U

.S. D

epar

tmen

t of J

ustic

e, B

urea

u of

Just

ice

Stat

istic

s, S

choo

l Cri

me

Supp

lem

ent (

SCS)

to th

e N

atio

nal C

r im

e V

ictim

izat

ion

Surv

ey, v

ario

us y

ears

, 199

5–20

05.

At s

choo

lA

way

from

sch

ool

Tabl

e 16

.1.

Perc

enta

ge o

f st

uden

ts a

ges

12–1

8 w

ho r

epor

ted

bein

g af

raid

of

atta

ck o

r ha

rm d

urin

g th

e pr

evio

us 6

mon

ths,

by

loca

tion

and

sel

ecte

d

stud

ent

and

scho

ol c

hara

cter

isti

cs: V

ario

us y

ears

, 199

5–20

05


Tabl

e 17

.1.—

Perc

enta

ge o

f stu

dent

s ag

es 1

2–18

who

rep

orte

d av

oidi

ng s

choo

l act

ivit

ies

or o

ne o

r m

ore

plac

es in

sch

ool d

urin

g th

e pr

evio

us 6

Tabl

e 17

.1.—

mon

ths

beca

use

of fe

ar o

f att

ack

or h

arm

: Var

ious

yea

rs, 1

995–

2005

Act

ivity

or

plac

e av

oide

d19

9519

9920

0120

0320

05

To

tal

—6.

96.

15.

05.

5

Avo

ided

sch

ool a

ctiv

ities

—3.

22.

31.

92.

1 A

ny e

xtra

curr

icul

ar a

ctiv

ities

1.7

0.8

1.1

1.0

1.0

Any

cla

ss—

0.6

0.6

0.6

0.7

Sta

yed

hom

e fr

om s

choo

l—

2.3

1.1

0.8

0.7

Avo

ided

one

or

mor

e pl

aces

in s

choo

l8.

74.

64.

74.

04.

5 E

ntra

nce

to th

e sc

hool

2.1

1.1

1.2

1.2

1.0

Hal

lway

s or

st a

irs

in s

choo

l4.

22.

12.

11.

72.

1 P

arts

of t

he s

choo

l caf

eter

ia2.

51.

31.

41.

21.

8 A

ny s

choo

l res

troo

ms

4.4

2.1

2.2

2.0

2.1

Oth

er p

lace

s in

side

the

scho

ol b

uild

ing

2.5

1.4

1.4

1.2

1.4

— N

ot a

vaila

ble.

NO

TE: F

or th

e 20

01 s

urve

y, th

e w

ordi

ng w

as c

hang

ed fr

om “

atta

ck o

r ha

rm”

to “

atta

ck o

r th

reat

of a

ttack

.” In

200

5, th

e un

it re

spon

se r

ate

for

this

sur

vey

did

not m

eet N

CES

sta

tistic

al

stan

dard

s; th

e ref

ore,

inte

rpre

t the

dat

a w

ith c

autio

n. F

or m

ore

info

rmat

ion,

ple

ase

see

appe

ndix

A. P

opul

atio

n si

zes

for

stud

ents

age

s 12

–18

are

23,3

25,0

00 in

199

5; 2

4,61

4,00

0 in

199

9;

24,3

15,0

00 in

200

1; 2

5,68

4,00

0 in

200

3; a

nd 2

5,81

1,00

0 in

200

5.SO

UR

CE:

U.S

. Dep

artm

ent o

f Jus

tice,

Bur

eau

of J u

stic

e St

atis

tics,

Sch

ool C

rim

e Su

pple

men

t (SC

S) to

the

Nat

iona

l Cri

me

Vic

timiz

atio

n Su

rvey

, var

ious

yea

rs, 1

995–

2005

.

Tabl

e 17

.1.

Perc

enta

ge o

f st

uden

ts a

ges

12–1

8 w

ho r

epor

ted

avoi

ding

sch

ool a

ctiv

itie

s or

one

or

mor

e pl

aces

in s

choo

l dur

ing

the

prev

ious

6 m

onth

s

beca

use

of f

ear

of a

ttac

k or

har

m: V

ario

us y

ears

, 199

5–20

05


Tabl

e 17

.2.—

Perc

enta

ge o

f stu

dent

s ag

es 1

2–18

who

rep

orte

d av

oidi

ng o

ne o

r m

ore

plac

es in

sch

ool d

urin

g th

e pr

evio

us 6

mon

ths

beca

use

of fe

ar o

f

Tabl

e 17

.2.—

atta

ck o

r ha

rm, b

y se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: Var

ious

yea

rs, 1

995–

2005

Stud

ent o

r sc

hool

cha

ract

eris

tic19

9519

9920

0120

0320

05

To

tal

8.7

4.6

4.7

4.0

4.5

Sex

Mal

e8.

84.

64.

73.

94.

9 F

emal

e8.

54.

64.

64.

14.

1

Rac

e/et

hnic

ity1

Whi

te7.

13.

83.

93.

03.

6 B

lack

12.1

6.7

6.6

5.1

7.1

His

pani

c12

.96.

25.

56.

36.

0 O

ther

11.1

5.4

6.2

4.4

3.1

Gra

de 6

th11

.65.

96.

85.

67.

8 7

th11

.86.

16.

25.

75.

8 8

th8.

85.

55.

24.

74.

4 9

th9.

55.

35.

05.

15.

3 1

0th

7.8

4.7

4.2

3.1

4.2

11t

h6.

92.

52.

82.

53.

4 1

2th

4.1

2.4

3.0

1.2

!1.

3!

Urb

anic

ity U

rban

11.7

5.8

6.0

5.7

6.3

Sub

urba

n7.

94.

74.

33.

53.

8 R

ural

7.0

3.0

3.9

2.8

4.2

Sect

or P

ublic

9.3

5.0

4.9

4.2

4.8

Pri

vat e

2.2

1.6

2.0

!1.

5!

1.4

!

! In

terp

ret d

ata

with

cau

tion.

1 O

ther

incl

udes

Am

eric

an In

dian

, Ala

ska

Nat

ive,

Asi

an o

r Pa

cific

Isla

nder

, and

, fro

m 2

003

onw

ard,

mor

e th

an o

ne r

ace.

For

this

rep

ort,

non-

His

pani

c st

uden

ts w

ho id

entif

ied

them

selv

es a

s

mor

e th

an o

ne r

ace

wer

e in

clud

ed in

the

Oth

er c

ateg

ory.

Res

pond

ents

who

iden

tifie

d th

emse

lves

as

bein

g of

His

pani

c or

igin

are

cla

ssifi

ed a

s H

ispa

nic,

reg

ardl

ess

of th

eir

race

. Due

to

chan

ges

in r

acia

l/eth

nic

cate

gori

es, c

ompa

riso

ns o

f rac

e/et

hnic

ity a

cros

s ye

ars

shou

ld b

e m

ade

with

cau

tion.

NO

TE: P

lace

s in

clud

e th

e en

tran

ce, a

ny h

allw

ays

or s

tair

s, p

arts

of t

he c

afet

eria

, res

troo

ms,

and

oth

er p

lace

s in

side

the

scho

ol b

uil d

ing.

For

the

2001

sur

vey,

the

wor

ding

was

cha

nged

from

“atta

ck o

r ha

rm”

to “

atta

ck o

r th

reat

of a

ttack

.” In

200

5, th

e un

it re

spon

se r

ate

for

this

sur

vey

did

not m

eet N

CES

sta

tistic

al s

tand

ards

; the

refo

re, i

nter

pret

the

data

with

cau

tion.

For

mor

e in

form

atio

n, p

leas

e se

e ap

pend

ix A

. Pop

ulat

ion

size

s fo

r st

uden

ts a

ges

12–1

8 ar

e 23

,325

,000

in 1

995;

24,

614,

000

in 1

999;

24,

315,

000

in 2

001;

25,

684,

000

in 2

003;

and

25,

811,

000

in 2

005.

SOU

RC

E: U

.S. D

e par

tmen

t of J

ustic

e, B

urea

u of

Just

ice

Stat

istic

s, S

choo

l Cri

me

Supp

lem

ent (

SCS)

to th

e N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey, v

ario

us y

ears

, 199

5–20

05.

Tabl

e 17

.2.

Perc

enta

ge o

f st

uden

ts a

ges

12–1

8 w

ho r

epor

ted

avoi

ding

one

or

mor

e pl

aces

in s

choo

l dur

ing

the

prev

ious

6 m

onth

s be

caus

e of

fea

r of

at

tack

or

harm

, by

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: V

ario

us y

ears

, 199

5–20

05


Tabl

e 18

.1.—

Num

ber

and

perc

enta

ge o

f pub

lic s

choo

ls t

hat

took

a s

erio

us d

isci

plin

ary

acti

on, n

umbe

r of

ser

ious

act

ions

tak

en, a

nd p

erce

ntag

e

Tabl

e 18

.1.—

dist

ribu

tion

of s

erio

us a

ctio

ns, b

y ty

pe o

f act

ion

and

type

of o

ffen

se: 2

003–

04 Num

ber

Out

-of-

scho

olR

emov

als

with

of s

erio

ussu

spen

sion

sno

ser

vice

s fo

rTr

ansf

ers

toN

umbe

rPe

rcen

tdi

scip

linar

yla

stin

g 5

days

rem

aind

er o

f sp

ecia

lized

Type

of o

ffens

eof

sch

ools

of s

choo

lsac

tions

o r m

ore

scho

ol y

ear

scho

ols1

To

tal

36,8

0045

.765

5,70

074

.24.

821

.0

Phys

ical

atta

cks

or fi

ghts

225

,800

32.0

273,

500

80.8

3.6

15.5

Insu

bord

inat

ion

317

,400

21.6

220,

400

78.1

3.1

!18

.8

Dis

trib

utio

n, p

osse

ssio

n, o

r us

e of

alc

ohol

7,40

09.

225

,500

70.8

5.5

23.7

Dis

trib

utio

n, p

osse

ssio

n, o

r us

e of

ille

gal d

rugs

17,0

0021

.291

,100

53.4

10.1

36.4

Use

or

poss

essi

on o

f a w

eapo

n ot

her

than

a fi

rear

m4,

513

,500

16.8

35,4

0057

.27.

735

.1

Use

or

poss

essi

on o

f a fi

rear

m o

r ex

plos

ive

devi

ce5

3,20

03.

99,

900

!66

.6!

‡‡

! In

terp

ret d

ata

with

cau

tion.

‡ R

epor

ting

stan

dard

s no

t met

.1 A

spe

cial

ized

sch

ool w

as d

efin

ed fo

r re

spon

dent

s as

“a

scho

ol th

at is

spe

cific

ally

for

stud

ents

who

wer

e re

ferr

ed fo

r di

scip

linar

y re

ason

s. T

he s

choo

l may

als

o ha

ve s

tude

nts

who

wer

e

refe

rred

for

o the

r re

ason

s. T

he s

choo

l may

be

at th

e sa

me

loca

tion

as y

our

scho

ol.”

2 Ph

ysic

al a

ttack

s or

figh

ts w

ere

defin

ed fo

r re

spon

dent

s as

“an

act

ual a

nd in

tent

iona

l tou

chin

g or

str

ikin

g of

ano

ther

per

son

agai

nst h

is o

r he

r w

ill, o

r th

e in

tent

iona

l cau

sing

of b

odily

har

m

to a

n in

divi

dual

.”3 In

subo

rdin

atio

n w

as d

efin

ed fo

r re

spon

dent

s as

“a

delib

erat

e an

d in

excu

sabl

e de

fianc

e of

or

refu

sal t

o ob

ey a

sch

ool r

ule,

aut

hori

ty, o

r a

reas

onab

le o

rder

. It i

nclu

des

but i

s no

t lim

ited

to

dire

ct d

efia

nce

of s

choo

l aut

hori

ty, f

ailu

re to

atte

nd a

ssig

ned

dete

ntio

n or

on-

cam

pus

supe

rvis

ion,

failu

re to

res

pond

to a

cal

l slip

, and

phy

sica

l or

verb

al in

timid

atio

n or

abu

s e.”

4 A

wea

pon

was

def

ined

for

resp

onde

nts

as “

any

inst

rum

ent o

r ob

ject

use

d w

ith th

e in

tent

to th

reat

en, i

njur

e, o

r ki

ll. In

clud

es lo

ok-a

likes

if th

ey a

re u

sed

to th

reat

en o

ther

s.”

5 A

fire

arm

or

expl

osiv

e de

vice

was

def

ined

for

resp

onde

nts

as “

any

wea

pon

that

is d

esig

ned

to (o

r m

ay r

eadi

ly b

e co

nver

ted

to) e

xpel

a p

roje

ctile

by

the

actio

n of

an

expl

osiv

e. T

his

incl

udes

gun

s, b

ombs

, gr e

nade

s, m

ines

, roc

kets

, mis

sile

s, p

ipe

bom

bs, o

r si

mila

r de

vice

s de

sign

ed to

exp

lode

and

cap

able

of c

ausi

ng b

odily

har

m o

r pr

oper

ty d

amag

e.”

NO

TE: E

ither

sch

ool p

rinc

ipal

s or

the

pers

on m

ost k

now

ledg

eabl

e ab

out d

isci

plin

e is

sues

at s

choo

l com

plet

ed th

e SS

OC

S qu

estio

nnai

re. S

erio

us d

isci

plin

ary

actio

ns in

clud

e re

mov

als

with

no

con

tinui

ng s

ervi

ces

for

at le

ast t

he r

emai

nder

of t

he s

choo

l yea

r, tr

ansf

ers

to s

peci

aliz

ed s

choo

ls fo

r di

scip

linar

y re

ason

s, a

nd o

ut-o

f-sc

hool

sus

pens

ions

last

ing

5 or

mor

e da

ys, b

ut le

ss

than

the

rem

aind

er o

f the

sch

ool y

ear.

Res

pond

ents

wer

e in

stru

cted

to r

espo

nd o

nly

for

t hos

e tim

es th

at w

ere

duri

ng n

orm

al s

choo

l hou

rs o

r w

hen

scho

ol a

ctiv

ities

or

even

ts w

ere

in s

essi

on,

unle

ss th

e su

rvey

spe

cifie

d ot

herw

ise.

Pop

ulat

ion

size

is 8

0,50

0 pu

blic

sch

ools

. Det

ail m

ay n

ot s

um to

tota

ls b

ecau

se o

f rou

ndin

g. E

stim

ates

of n

umbe

r of

act

ions

and

sch

ools

are

rou

nded

toth

e ne

ares

t 100

.SO

UR

CE:

U.S

. Dep

artm

ent o

f Edu

catio

n, N

atio

nal C

ente

r fo

r Ed

ucat

ion

Stat

istic

s, S

choo

l Sur

vey

on C

rim

e an

d Sa

fety

(SSO

CS)

, 200

4.Perc

enta

ge d

istr

ibut

ion

of s

erio

us d

isci

plin

ary

actio

nsSc

hool

s us

ing

any

seri

ous

disc

iplin

ary

actio

n

Tabl

e 18

.1.

Num

ber

and

perc

enta

ge o

f pu

blic

sch

ools

tha

t to

ok a

ser

ious

dis

cipl

inar

y ac

tion

, num

ber

of s

erio

us a

ctio

ns t

aken

, and

per

cent

age

di

stri

buti

on o

f se

riou

s ac

tion

s, b

y ty

pe o

f ac

tion

and

typ

e of

off

ense

: 200

3–04


Tabl

e 19

.1.—

Perc

enta

ge o

f pub

lic s

choo

ls t

hat

used

sel

ecte

d sa

fety

and

sec

urit

y m

easu

res,

by

scho

ol c

hara

cter

isti

cs: 2

003–

04

Bui

ldin

gs

Gro

unds

U

se

Req

uire

(e

.g.,

(e.g

., Pa

ss

Req

uire

R

ando

m

Ran

dom

se

curi

ty

clea

r lo

cked

or

lock

ed o

r Si

gn-

thro

ugh

to p

ass

dog

sniff

s sw

eeps

ca

mer

as to

book

bag

s m

onito

red

mon

itore

d in

or

me t

alFa

culty

R

ando

mth

roug

h to

che

ck

for

cont

ra-

mon

itor

or b

an

Scho

ol c

hara

cter

istic

door

s)ga

tes)

chec

k-in

det

ecto

rsSt

uden

tsan

d st

aff

chec

ks1

daily

for

drug

s1ba

nd1,

2 s

choo

l1bo

ok b

ags

To

tal

83.0

36.2

98.3

0.9

6.4

48.0

5.6

1.1

21.3

12.8

36.0

6.2

Scho

ol le

vel3

Pri

mar

y84

.036

.898

.00.

32.

651

.62.

5‡

4.6

4.9

28.5

3.2

Mid

dle

86.7

35.7

99.6

1.8

11.3

50.0

10.0

2.1

39.7

23.5

41.8

12.7

Hig

h sc

hool

78.9

38.3

98.4

2.6

16.1

41.3

13.0

3.7

58.6

28.2

60.3

9.0

Com

bine

d73

.328

.997

.2‡

7.5

26.7

‡‡

43.5

23.4

39.1

8.9

!

Enro

llmen

t siz

e L

ess

than

300

77.7

30.4

94.2

‡1.

8!

29.5

3.3

!‡

18.9

13.8

26.1

2.7

300

–499

85.8

34.1

99.8

0.3

!4.

650

.33.

60.

7!

15.9

8.3

35.0

5.6

500

–999

84.2

37.3

99.4

1.3

6.7

54.9

6.1

1.2

21.4

12.4

37.5

8.4

1,0

00 o

r m

ore

82.6

50.4

99.6

3.1

19.6

58.7

13.7

3.1

39.9

23.9

54.8

7.7

Urb

anic

ity C

ity86

.446

. 999

.73.

09.

354

.812

.33.

111

.213

.833

.56.

3

Urb

an fr

inge

89.0

37.5

99.2

‡7.

058

.32.

9‡

16.4

8.7

41.0

5.7

Tow

n78

.729

.998

.80.

5!

3.3

37.4

5.8

‡32

.418

.339

.19.

0

Rur

al75

.228

.396

.0‡

4.4

35.1

2.8

0.5

!30

.614

.431

.45.

4

Perc

ent m

inor

ity e

nrol

lmen

t4

Les

s th

an 5

per

cent

81.6

22.4

96.1

‡1.

035

.71.

5‡

28.5

11.3

36.0

4.2

5 to

20

perc

ent

84.6

30.2

98.5

‡4.

150

.41.

9‡

23.6

9.8

36.9

4.7

20

to 5

0 pe

rcen

t83

.139

.398

.4‡

6.8

53.8

4.8

0.2

!22

.213

.835

.37.

2 5

0 pe

rcen

t or

mor

e

82.2

48.9

99.6

2.7

11.8

48.8

11.9

2.7

13.5

14.7

33.8

6.9

See

note

s at

end

of t

able

.

Swee

ps a

nd te

chno

logy

Lim

ited

acce

ss d

urin

g sc

hool

hou

rsV

isito

r re

quir

emen

tsR

equi

red

to w

ear

badg

es

or p

ictu

re ID

sM

etal

det

ecto

r ch

ecks

on

stud

ents

Tabl

e 19

.1.

Perc

enta

ge o

f pu

blic

sch

ools

tha

t us

ed s

elec

ted

safe

ty a

nd s

ecur

ity

mea

sure

s, b

y sc

hool

cha

ract

eris

tics

: 200

3–04


Tabl

e 19

.1.—

Perc

enta

ge o

f pub

lic s

choo

ls t

hat

used

sel

ecte

d sa

fety

and

sec

urit

y m

easu

res,

by

scho

ol c

hara

cter

isti

cs: 2

003–

04—

Con

tinu

ed

Bui

ldin

gs

Gro

unds

U

se

Req

uire

(e

.g.,

(e.g

., Pa

ss

Req

uire

R

ando

m

Ran

dom

se

curi

ty

clea

r lo

cked

or

lock

ed o

r Si

gn-

thro

ugh

to p

ass

dog

sniff

s sw

eeps

ca

mer

as to

book

bag

s m

onito

red

mon

itore

d in

or

me t

alFa

culty

R

ando

mth

roug

h to

che

ck

for

cont

ra-

mon

itor

or b

an

Scho

ol c

hara

cter

istic

door

s)ga

tes)

chec

k-in

det

ecto

rsSt

uden

tsan

d st

aff

chec

ks1

daily

for

drug

s1ba

nd1,

2 s

choo

l1bo

ok b

ags

Perc

ent o

f stu

dent

s el

igib

le fo

r

free

or

redu

ced-

pric

e lu

nch

0–2

0 pe

rcen

t88

.630

.997

.2‡

4.0

54.1

1.8

‡18

.78.

039

.34.

1

21–

50 p

erce

nt81

.829

.398

.10.

3!

4.9

46.1

3.7

0.7

!28

.713

.835

.35.

1

Mor

e th

an 5

0 pe

rcen

t80

.745

.299

.11.

99.

046

.19.

31.

816

.314

.834

.88.

3

Stud

ent/t

each

er r

atio

5

Les

s th

an 1

279

.932

.796

.80.

95.

043

.15.

21.

122

.113

.835

.86.

0

12–

1687

.536

.299

.81.

07.

053

.56.

21.

022

.412

.838

.07.

5 M

ore

than

16

81.2

44.6

98.8

0.9

8.5

48.7

5.3

1.1

17.1

10.5

32.4

3.9

! In

terp

ret d

ata

with

cau

tion.

‡ R

epor

ting

stan

dard

s no

t met

.1 O

ne o

r m

ore.

2 Fo

r ex

ampl

e, d

rugs

or

wea

pons

. Doe

s no

t inc

lude

dog

sni

ffs.

3 Pr

imar

y sc

hool

s ar

e de

fined

as

scho

ols

in w

hich

the

low

est g

rade

is n

ot h

ighe

r th

an g

rade

3 a

nd th

e hi

ghes

t gra

de is

not

hig

her

than

gra

de 8

. Mid

dle

scho

ols

are

defin

ed a

s sc

hool

s in

whi

ch th

e lo

wes

t gra

de is

not

low

er th

an g

rade

4 a

nd th

e hi

ghes

t gra

de is

not

hig

her

than

gra

de 9

. Hig

h sc

hool

s ar

e de

fined

as

scho

ols

in w

hich

the

low

est g

rade

is n

ot lo

wer

than

gra

de 9

. C

ombi

ned

scho

ols

incl

ude

all o

ther

com

bina

tions

of g

rade

s, in

clud

ing

K–1

2 sc

hool

s.4 Th

ese

estim

ates

exc

lude

dat

a fr

om T

enne

ssee

bec

ause

sch

ools

in th

is s

tate

did

not

rep

ort e

stim

ates

of s

tude

nts

by r

ace/

ethn

icity

. 5 St

uden

t/tea

cher

rat

io w

as c

alcu

late

d by

div

idin

g th

e to

tal n

umbe

r of

stu

dent

s en

rolle

d in

the

scho

ol b

y th

e to

tal n

umbe

r of

full-

time-

equi

vale

nt (F

TE) t

each

ers

and

aide

s. T

he to

tal n

umbe

r

of F

TE te

ache

rs a

nd a

ide s

is a

com

bina

tion

of th

e fu

ll-tim

e an

d pa

rt-t

ime

teac

hers

and

aid

es, i

nclu

ding

spe

cial

edu

catio

n te

ache

rs a

nd a

ides

, with

an

adju

stm

ent f

or p

art-

time

stat

us.

NO

TE: E

ither

sch

ool p

rinc

ipal

s or

the

pers

on m

o st k

now

ledg

eabl

e ab

out d

isci

plin

e is

sues

at s

choo

l com

plet

ed th

e SS

OC

S qu

estio

nnai

re. R

espo

nden

ts w

ere

inst

ruct

ed to

res

pond

onl

y fo

r th

ose

times

that

wer

e du

ring

nor

mal

sch

ool h

ours

or

whe

n sc

hool

act

iviti

es o

r ev

ents

wer

e in

ses

sion

, unl

ess

the

surv

ey s

peci

fied

othe

rwis

e. P

opul

atio

n si

ze is

80,

500

publ

ic s

choo

ls.

SOU

RC

E: U

.S. D

epar

tmen

t of E

duca

tion,

Nat

iona

l Cen

ter

for

Educ

atio

n St

atis

tics,

Sch

ool S

urve

y o n

Cri

me

and

Safe

ty (S

SOC

S), 2

004.

Lim

ited

acce

ss d

urin

g sc

hool

hou

rsV

isito

r re

quir

emen

tsR

equi

re to

wea

r ba

dges

or

pic

ture

IDs

Swee

ps a

nd te

chno

logy

Met

al d

etec

tor

chec

ks o

n st

uden

ts

Tabl

e 19

.1.

Perc

enta

ge o

f pu

blic

sch

ools

tha

t us

ed s

elec

ted

safe

ty a

nd s

ecur

ity

mea

sure

s, b

y sc

hool

cha

ract

eris

tics

: 200

3–04

—C

onti

nued


Tabl

e 20

.1.—

Perc

enta

ge o

f stu

dent

s ag

es 1

2–18

who

rep

orte

d se

lect

ed s

ecur

ity

mea

sure

s at

sch

ool:

Var

ious

yea

rs, 1

999–

2005

Secu

rity

mea

sure

1999

2001

2003

2005

To

tal

—99

.499

.399

.4

Met

al d

etec

tors

9.0

8.7

10.1

10.7

Lock

er c

heck

s53

.353

.553

.052

.9O

ne o

r m

ore

secu

rity

cam

eras

to m

onito

r th

e sc

hool

—38

.547

.957

.6Se

curi

ty g

uard

s an

d/or

ass

igne

d po

lice

offic

ers

54.1

63.6

69.6

67.9

Oth

er s

choo

l sta

ff or

oth

er a

dult

supe

rvis

ion

in th

e ha

llway

85.4

88.3

90.6

89.8

A r

equi

rem

ent t

hat s

tude

nts

wea

r ba

dges

or

pict

ure

iden

tific

atio

n—

21.2

22.5

24.7

A c

ode

of s

tude

nt c

ondu

ct—

95.1

95.3

95.1

Lock

ed e

ntra

nce

or e

xit d

oors

dur

ing

the

day

38.1

48.8

52.8

54.2

A r

equi

rem

ent t

hat v

isito

rs s

i gn

in87

.190

.291

.792

.7

— N

ot a

vaila

ble.

NO

TE: “

At s

choo

l” in

clud

es th

e sc

hool

bui

ldin

g, o

n sc

hool

pro

pert

y, o

n a

scho

ol b

us, a

nd, f

rom

200

1 on

war

d, g

oing

to a

nd fr

om s

choo

l. In

200

5, th

e un

it re

spon

se r

ate

for

this

sur

vey

did

not m

eet N

CES

sta

tistic

al s

tand

ards

; the

refo

re, i

nter

pret

the

data

with

cau

tion.

For

mor

e in

form

atio

n, p

leas

e se

e ap

pend

ix A

. Pop

ulat

ion

size

s fo

r st

uden

ts a

ges

12–1

8 ar

e 24

,614

,000

in

1999

; 24,

315,

000

in 2

001;

25,

684,

000

in 2

003;

and

25,

811,

000

in 2

005.

SOU

RC

E: U

.S. D

epar

tmen

t of J

ustic

e, B

urea

u of

Just

ice

Stat

istic

s, S

choo

l Cri

me

Supp

lem

ent (

SCS)

to th

e N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey, v

ario

us y

ears

, 199

9–20

05.

Tabl

e 20

.1.

Perc

enta

ge o

f st

uden

ts a

ges

12–1

8 w

ho r

epor

ted

sele

cted

sec

urit

y m

easu

res

at s

choo

l: V

ario

us y

ears

, 199

9–20

05


STANDARD ERRORTABLES


Tabl

e S2

.1.—

Stan

dard

err

ors

for

the

num

ber

of s

tude

nt-r

epor

ted

nonf

atal

cri

mes

aga

inst

stu

dent

s ag

es 1

2–18

and

rat

e of

cri

mes

per

1,0

00 s

tude

nts,

Tabl

e S2

.1.—

by lo

cati

on a

nd y

ear:

199

2–20

04

Seri

ous

Seri

ous

Yea

rTo

tal

Thef

tV

iole

ntvi

olen

tTo

tal

Thef

tV

iole

ntvi

olen

t

At

scho

ol

1992

198,

370

153,

120

100,

850

40,7

007.

25.

84.

01.

719

9316

2,90

012

0,58

088

,770

35,4

705.

74.

43.

41.

419

9414

5,10

010

7,81

078

,580

32,5

204.

93.

82.

91.

319

9513

7,01

010

2,22

073

,970

26,3

204.

63.

62.

71.

019

9613

5,32

010

2,39

071

,600

27,7

504.

63.

62.

61.

019

9713

5,39

093

,670

71,4

6027

,750

4.3

3.3

2.6

1.0

1998

149,

930

103,

930

85,3

1033

,210

4.8

3.3

3.1

1.7

1999

125,

980

95,9

3066

,490

26,3

704.

33.

42.

41.

020

0011

3,34

085

,640

60,0

1022

,210

3.8

3.0

2.1

0.8

2001

117,

810

86,5

2063

,920

25,2

803.

92.

92.

20.

920

0210

2,04

076

,690

56,5

7017

,880

3.5

2.7

2.0

0.7

2003

87,5

2067

,900

62,6

4025

,270

3.5

2.7

2.3

1.0

2004

76,7

7058

,650

54,6

4021

,240

3.0

2.3

2.0

0.8

Aw

ay fr

om s

choo

l

1992

193,

820

123,

910

127,

290

78,0

207.

14.

84.

93.

219

9315

2,47

098

,100

99,4

0064

,490

5.4

3.7

3.7

2.5

1994

134,

190

82,7

4089

,860

56,7

604.

53.

03.

22.

119

9512

6,52

083

,180

81,0

2046

,650

4.3

3.0

2.9

1.8

1996

132,

260

89,1

6082

,400

52,2

104.

53.

22.

91.

919

9714

7,65

094

,140

94,3

0054

,410

4.7

3.2

3.2

2.0

1998

143,

160

89,2

4092

,110

53,3

704.

83.

33.

11.

719

9911

3,54

073

,780

74,2

1045

,800

3.9

2.6

2.6

1.7

2000

115,

740

78,8

2070

,980

41,1

403.

92.

82.

51.

520

0110

4,81

071

,430

63,6

0035

,620

3.5

2.5

2.2

1.3

2002

93,1

8063

,050

59,6

7036

,330

3.2

2.2

2.1

1.3

2003

79,2

4052

,600

67,9

4038

,670

3.1

2.0

2.5

1.4

2004

71,5

9052

,730

53,1

8032

,180

2.8

2.0

2.0

1.2

NO

TE: S

erio

us v

iole

nt c

rim

es in

clud

e ra

pe, s

exua

l ass

ault,

rob

bery

, and

agg

rava

ted

assa

ult.

Vio

lent

cri

mes

incl

ude

seri

ous

viol

ent c

rim

es a

nd s

impl

e as

saul

t. To

tal c

rim

es in

clud

e vi

olen

t cr

imes

and

thef

t. “A

t sch

ool”

incl

udes

insi

de th

e sc

hool

bui

ldin

g, o

n sc

hool

pro

pert

y, o

r on

the

way

to o

r fr

om s

choo

l. Po

pula

tion

size

s fo

r st

uden

ts a

ges

12–1

8 ar

e 23

,740

,000

in 1

992;

24

,558

,000

in 1

993;

25,

327,

000

in 1

994;

25,

715,

000

in 1

995;

26,

151,

000

in 1

996;

26,

548,

000

in 1

997;

26,

806,

000

in 1

998;

27,

013,

000

in 1

999;

27,

169,

000

in 2

000;

27,

380,

000

in

2001

; 27,

367,

000

in 2

002;

26,

386,

000

in 2

003;

and

26,

372,

000

in 2

004.

Sta

ndar

d er

rors

of n

umbe

r of

cri

mes

are

rou

nded

to th

e ne

ares

t 10.

SOU

RC

E: U

.S. D

epar

tmen

t of J

ustic

e, B

urea

u of

Just

ice

Stat

istic

s, N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey (N

CV

S), 1

992–

2004

.

Num

ber

of c

rim

esR

ate

of c

rim

es p

er 1

,000

stu

dent

s

Tabl

e S2

.1.

Stan

dard

err

ors

for

the

num

ber

of s

tude

nt-r

epor

ted

nonf

atal

cri

mes

aga

inst

stu

dent

s ag

es 1

2–18

and

rat

e of

cri

mes

per

1,0

00 s

tude

nts,

by

loca

tion

and

yea

r: 1

992–

2004

Standard Error Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Tabl

e S2

.2.—

Stan

dard

err

ors

for

the

num

ber

of s

tude

nt-r

epor

ted

nonf

atal

cri

mes

aga

inst

stu

dent

s ag

es 1

2–18

at

scho

ol a

nd r

ate

of c

rim

es p

er 1

,000

Tabl

e S2

.2.—

stud

ents

, by

sele

cted

stu

dent

cha

ract

eris

tics

: 200

4

Stud

ent

Seri

ous

Seri

ous

char

acte

rist

icTo

tal

Thef

tV

iole

ntvi

olen

tTo

tal

Thef

tV

iole

ntvi

olen

t

At

scho

ol

To

tal

76,7

7058

,650

54,6

4021

,240

3.0

2.3

2.0

0.8

Sex

Mal

e55

,470

39,7

1041

,550

15,3

504.

12.

93.

01.

1 F

emal

e51

,220

41,2

3031

,690

13,8

804.

03.

22.

41.

1

Age

12–

1456

,800

40,5

6042

,750

16,2

104.

43.

23.

31.

3 1

5–18

49,7

5040

,400

30,1

9012

,900

3.6

3.0

2.2

0.9

Rac

e/et

hnic

ity W

hite

61,7

7046

,120

44,1

8017

,840

3.9

2.9

2.7

1.1

Bla

ck29

,300

21,4

8020

,890

8,07

07.

25.

35.

22.

0 H

ispa

nic

26,4

1021

,590

15,6

90†

5.2

4.3

3.1

† O

ther

14,4

4012

,410

7,66

0†

8.7

7.5

4.7

†

Ur b

anic

ity U

rban

41,0

8029

,500

30,2

0012

,740

5.6

4.0

4.1

1.8

Sub

urba

n54

,270

43,2

9034

,340

14,8

403.

72.

92.

31.

0 R

ural

30,6

1021

,660

22,7

70†

6.6

4.7

4.9

†

Hou

seho

ld in

com

e L

ess

than

$15

,000

18,8

7011

,030

16,3

90†

8.0

4.8

7.0

† $

15,0

00–2

9,99

923

,310

16,1

5017

,740

†6.

14.

34.

7†

$30

,000

–49,

999

29,4

0023

,160

18,7

80†

6.0

4.8

3.9

† $

50,0

00–7

4,99

935

,940

25,2

2027

,050

11,4

808.

46.

06.

42.

8 $

75,0

00 o

r m

ore

38,7

2032

,180

22,1

0010

,130

5.9

5.0

3.4

1.6

† N

ot a

pplic

able

.N

OTE

: Ser

ious

vio

lent

cri

mes

incl

ude

rape

, sex

ual a

ssau

lt , r

obbe

ry, a

nd a

ggra

vate

d as

saul

t. V

iole

nt c

rim

es in

clud

e se

riou

s vi

olen

t cri

mes

and

sim

ple

assa

ult.

Tota

l cri

mes

incl

ude

viol

ent

crim

es a

nd th

eft.

“At s

choo

l” in

clud

es in

side

the

scho

ol b

uild

ing,

on

scho

ol p

rope

rty,

or

on th

e w

ay to

or

from

sch

ool.

Popu

latio

n si

ze fo

r st

uden

ts a

ges

12–1

8 is

26,

372,

000

in 2

004.

St

anda

rd e

rror

s of

num

ber

of c

rim

es a

re r

ound

ed to

the

near

est 1

0.SO

UR

CE:

U.S

. Dep

artm

ent o

f Jus

tice,

Bur

eau

of Ju

stic

e St

atis

tics,

Nat

iona

l Cri

me

Vic

timiz

atio

n Su

rvey

(NC

VS)

, 200

4.

Num

ber

of c

rim

esR

ate

of c

rim

es p

er 1

,000

stu

dent

s

Tabl

e S2

.2.

Stan

dard

err

ors

for

the

num

ber

of s

tude

nt-r

epor

ted

nonf

atal

cri

mes

aga

inst

stu

dent

s ag

es 1

2–18

at

scho

ol a

nd r

ate

of c

rim

es p

er 1

,000

stud

ents

, by

sele

cted

stu

dent

cha

ract

eris

tics

: 200

4


Tabl

e S2

.3.—

Stan

dard

err

ors

for

the

num

ber

of s

tude

nt-r

epor

ted

nonf

atal

cri

mes

aga

inst

stu

dent

s ag

es 1

2–18

aw

ay fr

om s

choo

l and

rat

e of

cri

mes

Tabl

e S2

.3.—

per

1,00

0 st

uden

ts, b

y se

lect

ed s

tude

nt c

hara

cter

isti

cs: 2

004

Stud

ent

Seri

ous

Seri

ous

char

acte

rist

icTo

tal

Thef

tV

iole

ntvi

olen

tTo

tal

Thef

tV

iole

ntvi

olen

t

Aw

ay fr

om s

choo

l

To

tal

71,5

9052

,730

53,1

8032

,180

2.8

2.0

2.0

1.2

Sex

Mal

e52

,720

37,8

6039

,200

25,7

103.

92.

82.

81.

9 F

emal

e46

,390

34,7

7032

,350

17,6

403.

62.

72.

51.

4

Age

12–

1440

,220

28,8

1029

,630

18,9

303.

22.

32.

31.

5 1

5–18

57,6

7042

,720

41,4

5024

,710

4.2

3.1

3.0

1.8

Rac

e/et

hnic

ity W

hite

57,2

3042

,820

40,5

2023

,890

3.6

2.7

2.5

1.5

Bla

ck28

,620

16,8

4024

,810

17,7

207.

04.

26.

14.

4 H

ispa

nic

22,8

4019

,180

12,7

50†

4.5

3.8

2.6

† O

ther

14,5

3010

,860

10,1

60†

8.7

6.6

6.2

†

Urb

anic

ity U

rban

36,4

8023

,480

29,8

0019

,720

5.0

3.2

4.0

2.7

Sub

urba

n49

,840

37,2

5035

,030

19,6

803.

42.

52.

31.

3 R

ural

31,5

1025

,320

19,3

8012

,770

6.8

5.5

4.2

2.8

Hou

seho

ld in

com

e L

ess

than

$15

,000

18,7

6013

,130

14,1

4010

,580

7.9

5.6

6.0

4.6

$15

,000

–29,

999

35,4

9024

,460

27,2

2015

,160

9.1

6.4

7.0

4.0

$30

,000

–49,

999

16,0

7011

,900

11,3

607,

510

3.3

2.5

2.4

1.6

$50

,000

–74,

999

33,4

1023

,820

24,6

7015

,320

7.8

5.7

5.8

3.7

$75

,000

or

mor

e26

,840

22,6

7014

,740

8,05

04.

23.

52.

31.

3

† N

ot a

pplic

able

.N

OTE

: Ser

ious

vio

lent

cri

mes

incl

ude

rape

, sex

ual a

ssau

lt, r

obbe

ry, a

nd a

ggra

vate

d as

saul

t. V

iole

nt c

rim

es in

clud

e se

riou

s vi

olen

t cri

mes

and

sim

ple

assa

ult.

Tota

l cri

mes

incl

ude

viol

ent

crim

es a

nd th

eft.

Popu

latio

n si

ze fo

r st

uden

ts a

ges

12–1

8 is

26,

372,

000

in 2

004.

Sta

ndar

d er

rors

of n

umbe

r of

cri

mes

are

rou

nded

to th

e ne

ares

t 10.

SOU

RC

E: U

.S. D

epar

tmen

t of J

ustic

e, B

urea

u of

Just

ice

Stat

istic

s, N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey (N

CV

S), 2

004.

Num

ber

of c

rim

esR

ate

of c

rim

es p

er 1

,000

stu

dent

s

Tabl

e S2

.3.

Stan

dard

err

ors

for

the

num

ber

of s

tude

nt-r

epor

ted

nonf

atal

cri

mes

aga

inst

stu

dent

s ag

es 1

2–18

aw

ay f

rom

sch

ool a

nd r

ate

of c

rim

es

pe

r 1,

000

stud

ents

, by

sele

cted

stu

dent

cha

ract

eris

tics

: 200

4


Tabl

e S3

.1.—

Stan

dard

err

ors

for

the

perc

enta

ge o

f stu

dent

s ag

es 1

2–18

who

rep

orte

d cr

imin

al v

icti

miz

atio

n at

sch

ool d

urin

g th

e pr

evio

us 6

mon

ths,

Tabl

e S3

.1.—

by t

ype

of v

icti

miz

atio

n an

d se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: Var

ious

yea

rs, 1

995–

2005

Stud

ent

or s

choo

lSe

riou

sSe

riou

sSe

riou

sch

arac

teri

stic

Tota

lTh

eft

Vio

lent

viol

ent

Tota

lTh

eft

Vio

lent

viol

ent

Tota

lTh

eft

Vio

lent

viol

ent

To

tal

0.35

0.29

0.21

0.09

0.35

0.32

0.18

0.09

0.31

0.24

0.19

0.08

Sex

Mal

e0.

460.

380.

270.

140.

460.

410.

260.

120.

410.

340.

260.

11 F

emal

e0.

470.

410.

250.

100.

460.

430.

220.

120.

390.

330.

240.

12

Rac

e/et

hnic

ity W

hite

0.37

0.32

0.23

0.09

0.44

0.43

0.22

0.09

0.39

0.30

0.24

0.08

Bla

ck1.

040.

850.

610.

310.

850.

770.

550.

330.

780.

680.

400.

25 H

ispa

nic

0.90

0.78

0.43

0.30

0.77

0.61

0.38

0.22

0.64

0.69

0.41

0.33

Oth

er1.

541.

400.

87†

1.28

0.9 8

0.81

†0.

910.

87†

†

Gra

de 6

th0.

970.

660.

730.

421.

240.

970.

760.

400.

900.

700.

66†

7th

0.81

0.71

0.54

0.24

0.81

0.73

0.43

0.27

0.66

0.51

0.47

0.24

8th

0.78

0.72

0.44

0.23

0.84

0.81

0.44

0.22

0.61

0.50

0.34

0.14

9th

0.88

0.77

0.50

0.21

0.79

0.71

0.47

0.18

0.81

0.76

0.46

0.31

10t

h0.

760.

720.

360.

170.

820.

730.

39†

0.77

0.72

0.31

0.18

11t

h0.

740.

660.

400.

160.

880.

670.

58†

0.62

0.57

0.39

† 1

2th

0.74

0.67

0.41

†0.

810.

710.

31†

0.52

0.45

0.31

†

Urb

anic

ity U

rban

0.64

0.51

0.40

0.24

0.69

0.59

0.38

0.19

0.58

0.52

0.29

0.15

Sub

urba

n0.

490.

400.

300.

120.

430.

360.

260.

110.

400.

320.

200.

09 R

ural

0.79

0.66

0.31

0.10

0.96

0.95

0.50

0.18

0.93

0.65

0.64

0.24

Sect

or P

ublic

0.38

0.32

0.22

0.10

0.37

0.34

0.20

0.10

0.34

0.26

0.20

0.09

Pri

vate

0.90

0.74

0.45

†0.

800.

78†

†0.

720.

670.

32†

See

n ote

s at

end

of t

able

.

2001

1995

1999

Tabl

e S3

.1.

Stan

dard

err

ors

for

the

perc

enta

ge o

f st

uden

ts a

ges

12–1

8 w

ho r

epor

ted

crim

inal

vic

tim

izat

ion

at s

choo

l dur

ing

the

prev

ious

6 m

onth

s,

by

typ

e of

vic

tim

izat

ion

and

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: V

ario

us y

ears

, 199

5–20

05


Tabl

e S3

.1.—

Stan

dard

err

ors

for

the

perc

enta

ge o

f stu

dent

s ag

es 1

2–18

who

rep

orte

d cr

imin

al v

icti

miz

atio

n at

sch

ool d

urin

g th

e pr

evio

us 6

mon

ths,

Tabl

e S3

.1.—

by t

ype

of v

icti

miz

atio

n an

d se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: Var

ious

yea

rs, 1

995–

2005

—C

onti

nued

Stud

ent

and

scho

olSe

riou

sSe

riou

sch

arac

teri

stic

Tota

lTh

eft

Vio

lent

viol

ent

Tota

lTh

eft

Vio

lent

viol

ent

To

tal

0.24

0.21

0.15

0.06

0.30

0.27

0.14

0.07

Sex

Mal

e0.

330.

270.

240.

100.

400.

330.

240.

10 F

emal

e0.

360.

320.

16†

0.38

0.35

0.15

0.08

Rac

e/et

hnic

ity W

hite

0.31

0.28

0.18

0.06

0.34

0.32

0.19

0.09

Bla

ck0.

800.

660.

41†

0.80

0.66

0.47

† H

ispa

nic

0.50

0.41

0.28

0.18

0.70

0.63

0.24

0.16

Oth

er1.

081.

04†

†0.

700.

59†

†

Gra

de 6

th0.

770.

630.

53†

0.84

0.77

0.49

† 7

th0.

740.

670.

43†

0.69

0.49

0.50

† 8

th0.

650.

560.

350.

150.

640.

540.

40†

9th

0.70

0.62

0.31

0.21

0.67

0.60

0.30

† 1

0th

0.63

0.59

0.36

†0.

680.

620.

24†

11t

h0.

680.

640.

33†

0.52

0.46

0.32

† 1

2th

0.71

0.68

0.26

†0.

790.

79†

†

Urb

anic

ity U

rban

0.58

0.47

0.32

0.14

0.63

0.51

0.32

0.17

Sub

urba

n0.

330.

270.

190.

050.

330.

310.

180.

08 R

ural

0.75

0.66

0.31

†0.

700.

690.

27†

Sect

or P

ublic

0.26

0.22

0.15

0.06

0.31

0.28

0.15

0.06

Pri

vate

0.79

0.77

0.39

†0.

730.

480.

54†

† N

ot a

pplic

able

.N

OTE

: The

ft in

clud

es p

urse

sna

tchi

ng, p

ick

pock

etin

g, a

ll bu

rgla

ries

, atte

mpt

ed fo

rcib

le e

ntry

, and

all

atte

mpt

e d a

nd c

ompl

eted

thef

ts e

xcep

t mot

or v

ehic

le th

efts

. The

ft do

es n

ot in

clud

e ro

bber

y in

whi

ch th

reat

or

use

of fo

rce

is in

volv

ed. S

erio

us v

iole

nt c

rim

es in

clud

e ra

pe, s

exua

l ass

ault,

rob

bery

, and

agg

rava

t ed

assa

ult.

Vio

lent

cri

mes

incl

ude

seri

ous

viol

ent c

rim

es a

ndsi

mpl

e as

saul

t. To

tal c

rim

es in

clud

e vi

olen

t cri

mes

and

thef

t. “A

t sch

ool”

incl

udes

the

scho

ol b

uild

ing,

on

scho

ol p

rope

rty,

on

a sc

hool

bus

, and

, fro

m 2

001

onw

ard,

goi

ng to

and

from

sc

hool

. In

2005

, the

uni

t res

pons

e ra

te fo

r th

is s

urve

y di

d no

t mee

t NC

ES s

tatis

tical

sta

ndar

ds; t

here

fore

, int

erpr

et th

e da

ta w

ith c

autio

n. F

or m

ore

info

rma t

ion,

ple

ase

see

appe

ndix

A.

Popu

latio

n si

zes

for

stud

ents

age

s 12

–18

are

23,3

25,0

00 in

199

5; 2

4,61

4,00

0 in

199

9; 2

4,31

5,00

0 in

200

1; 2

5,68

4,00

0 in

200

3; a

nd 2

5,81

1,00

0 in

200

5.SO

UR

CE:

U.S

. Dep

artm

ent o

f Jus

tice,

Bur

eau

of Ju

stic

e St

atis

tics,

Sch

ool C

rim

e Su

pple

men

t (SC

S) to

the

Nat

iona

l Cri

me

Vic

timiz

a tio

n Su

rvey

, var

ious

yea

rs, 1

995–

2005

.

2003

2005

Tabl

e S3

.1.

Stan

dard

err

ors

for

the

perc

enta

ge o

f st

uden

ts a

ges

12–1

8 w

ho r

epor

ted

crim

inal

vic

tim

izat

ion

at s

choo

l dur

ing

the

prev

ious

6 m

onth

s,

by

typ

e of

vic

tim

izat

ion

and

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: V

ario

us y

ears

, 199

5–20

05—

Con

tinu

ed


Tabl

e S4

.1.—

Stan

dard

err

ors

for

the

perc

enta

ge o

f stu

dent

s in

gra

des

9–12

who

rep

orte

d be

ing

thre

aten

ed o

r in

jure

d w

ith

a w

eapo

n on

sch

ool

Tabl

e S4

.1.—

prop

erty

dur

ing

the

prev

ious

12

mon

ths,

by

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: V

ario

us y

ears

, 199

3–20

05

Stud

ent o

r sc

hool

ch

arac

teri

stic

1993

1995

1997

1999

2001

2003

2005

To

tal

0.44

0.52

0.45

0.42

0.55

0.75

0.35

Sex

Mal

e0.

640.

570.

710.

800.

660.

960.

42 F

emal

e0.

400.

680.

320.

640.

520.

610.

41

Rac

e/et

hnic

ity W

hite

0.58

0.53

0.56

0.35

0.66

0.77

0.46

Bla

ck0.

951.

610.

910.

850.

710.

800.

69 H

ispa

nic

0.83

1.44

0.63

1.09

1.05

1.23

0.86

Asi

an†

††

1.05

2.73

2.66

1.10

Am

eric

an In

dian

2.50

4.22

5.15

5.45

4.57

4.79

2.67

Pac

ific

Isla

nder

††

†4.

467.

164.

314.

93 M

ore

than

one

rac

e†

††

1.22

2.33

3.11

2.33

Gra

de 9

th0.

920.

961.

020.

950.

891.

250.

63 1

0th

0.59

1.03

1.14

0.92

0.75

1.02

0.72

11t

h0.

640.

640.

700.

460.

650.

690.

43 1

2th

0.62

0.57

0.80

0.79

0.52

0.92

0.52

Urb

anic

ity U

rban

††

0.79

0.51

0.67

1.38

† S

ubur

ban

††

0.54

0.48

0.80

1.08

† R

ural

††

1.69

2.09

1.54

1.51

†

† N

ot a

pplic

able

.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. Pop

ulat

ion

size

s fr

om th

e D

iges

t of E

duca

tion

Stat

istic

s, 2

005

and

2002

(NC

ES 2

006-

030

and

2003

-060

) for

stu

dent

s in

gr

ades

9–1

2 ar

e 13

,093

,000

stu

dent

s in

199

3; 1

3,69

7,00

0 in

199

5; 1

4,27

2,00

0 in

199

7; 1

4,62

3,00

0 in

199

9; 1

5,06

1,00

0 in

200

1; 1

5,72

3,00

0 in

200

3; a

nd 1

6,28

6,00

0 (p

roje

cted

) in

2005

.SO

UR

CE:

Cen

ters

for

Dis

ease

Con

trol

and

Pre

vent

ion,

Nat

iona

l Cen

ter

for

Chr

onic

Dis

ease

Pre

vent

ion

and

Hea

lth P

rom

otio

n, Y

outh

Ris

k B

ehav

ior

Surv

eilla

nce

Syst

em (Y

RB

SS),

vari

ous

year

s, 1

993–

2005

.

Tabl

e S4

.1.

Stan

dard

err

ors

for

the

perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d be

ing

thre

aten

ed o

r in

jure

d w

ith

a w

eapo

n on

sch

ool p

rope

rty

du

ring

the

pre

viou

s 12

mon

ths,

by

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: V

ario

us y

ears

, 199

3–20

05


Tabl

e S4

.2.—

Stan

dard

err

ors

for

the

perc

enta

ge o

f stu

dent

s in

gra

des

9–12

who

rep

orte

d be

ing

thre

aten

ed o

r in

jure

d w

ith

a w

eapo

n on

sch

ool

Tabl

e S4

.2.—

prop

erty

dur

ing

the

prev

ious

12

mon

ths,

by

stat

e: 2

003

and

2005

Stat

e20

0320

05St

ate

2003

2005

Uni

ted

Stat

es0.

750.

35

Ala

bam

a0.

910.

86M

onta

na0.

460.

64A

lask

a1.

01†

Neb

rask

a0.

800.

68A

rizo

na1.

230.

55N

evad

a0.

650.

96A

rkan

sas

†1.

06N

ew H

amps

hire

0.98

0.91

Cal

iforn

ia†

†N

ew Je

rsey

†1.

08C

olor

ado

†0.

75N

ew M

exic

o†

0.96

Con

nect

icut

†0.

91N

ew Y

ork

0.44

0.47

Del

awar

e0.

600.

63N

orth

Car

olin

a0.

740.

92D

istr

ict o

f Col

umbi

a1.

420.

78N

orth

Dak

ota

0.89

0.58

Flor

ida

0.44

0.45

Ohi

o1.

300.

67G

eorg

ia0.

752.

08O

klah

oma

1.10

0.65

Haw

aii

†0.

87O

rego

n†

†Id

aho

0.82

0.59

Penn

sylv

ania

††

Illin

ois

††

Rho

de Is

land

0.84

0.87

Indi

ana

0.91

0.96

Sout

h C

arol

ina

†0.

93Io

wa

†1.

02So

uth

Dak

ota

0.71

1.04

Kan

sas

†0.

82Te

nnes

see

1.17

0.79

Ken

tuck

y0.

720.

75Te

xas

†0.

84Lo

uisi

ana

††

Uta

h1.

441.

32M

aine

0.78

0.69

Ver

mon

t0.

200.

46M

aryl

and

†1.

30V

irgi

nia

††

Mas

sach

uset

ts0.

540.

44W

ashi

ngto

n†

†M

ichi

gan

0.57

0.81

Wes

t Vir

gini

a1.

260.

78M

inne

sota

††

Wis

cons

in0.

700.

73M

issi

ssip

pi0.

82†

Wyo

min

g1.

000.

67M

isso

uri

0.93

1.19

† N

ot a

pplic

able

.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. The

est

imat

e fo

r th

e U

nite

d St

ates

is d

raw

n fr

om a

nat

iona

lly r

epre

sent

ativ

e sa

mpl

e of

sch

ools

and

is n

ot th

e ag

greg

ate

of p

artic

ipat

ing

stat

es. E

ach

stat

e es

timat

e is

bas

ed o

n a

sam

ple

that

is r

epre

sent

ativ

e of

that

sta

te. P

opul

atio

n si

zes

from

the

Dig

est o

f Edu

catio

n St

atis

tics,

200

5 (N

CES

200

6-03

0) fo

r st

uden

ts

in g

rade

s 9–

12 a

re 1

5,72

3,00

0 in

200

3 an

d 16

,286

,000

(pro

ject

ed) i

n 20

05.

SOU

RC

E: C

ente

rs fo

r D

isea

se C

ontr

ol a

nd P

reve

ntio

n, N

atio

nal C

ente

r fo

r C

hron

ic D

isea

se P

reve

ntio

n an

d H

ealth

Pro

mot

ion,

You

th R

isk

Beh

avio

r Su

rvei

llanc

e Sy

stem

(YR

BSS

),pr

evio

usly

unp

ublis

hed

tabu

latio

n, 2

003

and

2005

.

Tabl

e S4

.2.

Stan

dard

err

ors

for

the

perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d be

ing

thre

aten

ed o

r in

jure

d w

ith

a w

eapo

n on

sch

ool p

rope

rty

du

ring

the

pre

viou

s 12

mon

ths,

by

stat

e: 2

003

and

2005


Tabl

e S5

.1.—

by a

stu

dent

from

sch

ool d

urin

g th

e pr

evio

us 1

2 m

onth

s, b

y ur

bani

city

and

sel

ecte

d te

ache

r an

d sc

hool

cha

ract

eris

tics

: 199

3–94

,

Tabl

e S5

.1.—

1999

–200

0, a

nd 2

003–

04

1993

–94

1999

–200

0

Urb

anU

rban

Urb

anU

rban

frin

ge/

Smal

lfr

inge

/Sm

all

frin

ge/

Smal

lfr

inge

/Sm

all

Teac

her

or

Cen

tral

larg

eto

wn/

Cen

tral

larg

eto

wn/

Cen

tral

larg

eto

wn/

Cen

tral

larg

eto

wn/

scho

ol c

hara

cter

istic

Tota

lci

tyto

wn

rura

lTo

tal

city

tow

nru

ral

Tota

lci

tyto

wn

rura

lTo

tal

city

tow

nru

ral

To

tal

0.23

0.45

0.40

0.29

7,12

04,

350

3,87

03,

580

0.20

0.45

0.24

0.35

7,09

04,

890

4,57

02,

600

Sex

Mal

e0.

400.

870.

610.

513,

870

2,47

01,

720

1,76

00.

380.

930.

440.

593,

610

2,60

02,

100

1,31

0 F

emal

e0.

250.

600.

470.

305,

560

3,81

03,

320

2,67

00.

200.

440.

300.

405,

490

3,47

04,

210

2,20

0

Rac

e/et

hnic

ity W

hite

0.24

0.54

0.43

0.29

6,30

03,

850

3,72

03,

410

0.19

0.50

0.24

0.36

5,67

04,

050

4,07

02,

430

Bla

ck0.

620.

911.

301.

171,

390

1,19

061

050

00.

841.

270.

991.

782,

150

1,71

082

062

0 H

ispa

nic

1.33

2.11

1.45

1.94

1,85

01,

650

490

460

1.01

1.53

1.54

2.33

1,98

01,

560

1,19

043

0 O

ther

1.08

2.05

2.08

1.27

680

510

420

200

0.97

1.76

1.40

1.30

850

580

530

190

Inst

ruct

iona

l lev

el E

lem

enta

r y0.

300.

670.

520.

384,

520

3,40

02,

710

2,29

00.

290.

600.

410.

525,

560

3,77

03,

800

2,12

0 S

econ

dary

0.28

0.49

0.50

0.42

5,38

02,

790

2,79

02,

450

0.26

0.56

0.36

0.42

4,36

02,

780

2,87

01,

560

Sect

or P

ublic

0.26

0.56

0.42

0.32

7,03

04,

390

3,50

03,

530

0.22

0.55

0.27

0.37

7,06

04,

860

4,43

02,

570

Pri

vate

0.29

0.38

0.68

0.61

1,11

061

099

049

00.

350.

470.

470.

951,

700

1,00

095

054

0

See

note

s at

end

of t

able

.

Perc

ent

Num

ber

Perc

ent

Num

ber

Tabl

e S5

.1.

Stan

dard

err

ors

for

the

perc

enta

ge a

nd n

umbe

r of

pub

lic a

nd p

riva

te s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

thre

aten

ed w

ith

inju

ry

by

a s

tude

nt f

rom

sch

ool d

urin

g th

e pr

evio

us 1

2 m

onth

s, b

y ur

bani

city

and

sel

ecte

d te

ache

r an

d sc

hool

cha

ract

eris

tics

: 199

3–94

, 199

9–

20

00, a

nd 2

003–

04


Tabl

e S5

.1.—

by a

stu

dent

from

sch

ool d

urin

g th

e pr

evio

us 1

2 m

onth

s, b

y ur

bani

city

and

sel

ecte

d te

ache

r an

d sc

hool

cha

ract

eris

tics

: 199

3–94

,

Tabl

e S5

.1.—

1999

–200

0, a

nd 2

003–

04—

Con

tinu

ed

2003

–04

Urb

anU

rban

frin

ge/

Smal

lfr

inge

/Sm

all

Teac

her

or

Cen

tral

larg

eto

wn/

Cen

tral

larg

eto

wn/

scho

ol c

hara

cter

istic

Tota

lci

tyto

wn

rura

lTo

tal

city

tow

nru

ral

To

tal

0.24

0.53

0.33

0.33

8,71

05,

490

6,67

01,

920

Sex

Mal

e0.

391.

020.

430.

503,

930

3,15

02,

190

920

Fem

ale

0.27

0.67

0.39

0.39

7,23

05,

310

5,87

01,

600

Rac

e/et

hnic

ity W

hite

0.24

0.5 9

0.31

0.34

6,97

04,

540

5,31

01,

790

Bla

ck0.

971.

671.

732.

063,

050

2,43

01,

790

700

His

pani

c0.

821.

620.

871.

301,

810

1,65

082

024

0 O

ther

1.24

2.09

1.56

1.03

1,25

091

075

015

0

Inst

ruct

iona

l lev

el E

lem

enta

ry0.

370.

750.

490.

477,

200

4,50

05,

320

1,35

0 S

econ

dary

0.27

0.72

0.32

0.37

5,30

04,

080

3,07

01,

310

Sect

or P

ublic

0.24

0.60

0.33

0.31

7,81

05,

390

5,81

01,

960

Pri

vate

0.40

0.51

0.55

1.03

1,78

083

01,

350

380

NO

TE: T

each

ers

who

taug

ht o

nly

prek

inde

rgar

ten

stud

ents

are

exc

lude

d. P

opul

atio

n s i

zes

for

teac

hers

are

2,9

30,0

00 in

199

3–94

; 3,4

52,0

00 in

199

9–20

00; a

nd 3

,704

,000

in 2

003–

04.

Stan

dard

err

ors

of n

umbe

r of

rep

orts

are

rou

nded

to th

e ne

ares

t 10.

Fig

ures

wer

e re

vise

d an

d m

ay d

iffer

from

pre

viou

sly

publ

ishe

d da

ta.

SOU

RC

E: U

.S. D

epar

tmen

t of E

duca

tion,

Nat

iona

l Cen

ter

for

Educ

atio

n St

atis

tics,

Sch

ools

and

Sta

ffing

Sur

vey

(SA

SS),

“Pub

lic S

choo

l Tea

cher

Que

stio

nnai

re,”

199

3–94

, 199

9–20

00, a

nd

2003

–04;

“Pr

ivat

e Sc

hool

Tea

cher

Que

stio

nnai

re,”

199

3–94

, 199

9–20

00, a

nd 2

003–

04; “

Cha

rter

Sch

ool Q

uest

ionn

aire

,” 1

999–

2000

; and

“B

urea

u of

Indi

an A

ffair

s Te

ache

r Q

uest

ionn

aire

,”

1999

–200

0 an

d 20

03–0

4.

Perc

ent

Num

ber

Tabl

e S5

.1.

Stan

dard

err

ors

for

the

perc

enta

ge a

nd n

umbe

r of

pub

lic a

nd p

riva

te s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

thre

aten

ed w

ith

inju

ry

by

a s

tude

nt f

rom

sch

ool d

urin

g th

e pr

evio

us 1

2 m

onth

s, b

y ur

bani

city

and

sel

ecte

d te

ache

r an

d sc

hool

cha

ract

eris

tics

: 199

3–94

, 199

9–

20

00, a

nd 2

003–

04—

Con

tinu

ed


abe

S5.

.St

ada

de

os

ot

epe

ceta

gea

du

beo

pub

ca

dp

ate

scoo

teac

es

oep

ote

dt

att

eye

ep

ysca

yat

tac

edby

Tabl

e S5

.2.—

a st

uden

t fr

om s

choo

l dur

ing

the

prev

ious

12

mon

ths,

by

urba

nici

ty a

nd s

elec

ted

teac

her

and

scho

ol c

hara

cter

isti

cs: 1

993–

94,

Tabl

e S5

.2.—

1999

–200

0, a

nd 2

003–

04

1993

–94

1999

–200

0

Urb

anU

rban

Urb

anU

rban

frin

ge/

Smal

lfr

inge

/Sm

all

frin

ge/

Smal

lfr

inge

/Sm

all

Teac

her

or

Cen

tral

larg

eto

wn/

Cen

tral

larg

eto

wn/

Cen

tral

larg

eto

wn/

Cen

tral

larg

eto

wn/

scho

ol c

hara

cter

istic

Tota

lci

tyto

wn

rura

lTo

tal

city

tow

nru

ral

Tota

lci

tyto

wn

rura

lTo

tal

city

tow

nru

ral

To

tal

0.13

0.24

0.25

0.17

3,94

02,

240

2,32

01,

940

0.14

0.32

0.19

0.21

4,83

03,

320

3,45

01,

580

Sex

Mal

e0.

210.

580.

290.

261,

770

1,35

074

090

00.

220.

610.

360.

291,

990

1,58

01,

630

590

Fem

ale

0.18

0.34

0.31

0.22

3,90

02,

230

2,21

01,

660

0.17

0.39

0.23

0.26

4,39

03,

010

3,04

01,

460

Rac

e/et

hnic

ity W

hite

0.16

0.32

0.25

0.19

4,02

02,

170

2,13

01,

950

0.13

0.33

0.19

0.21

3,83

02,

450

2,98

01,

450

Bla

ck0.

410.

701.

180.

7286

083

053

031

00.

590.

890.

731.

501,

540

1,27

061

050

0 H

ispa

nic

1.00

1.59

1.14

0.66

1,29

01,

180

380

150

0.83

1.41

1.20

0.81

1,66

01,

450

930

140

Oth

er0.

771.

611.

520.

8045

034

030

012

00.

531.

070.

780.

7746

036

027

011

0

Inst

ruct

iona

l lev

el E

lem

enta

ry0.

200.

430.

320.

273,

280

2,18

01,

720

1,58

00.

230.

520.

310.

374,

360

3,08

03,

020

1,36

0 S

econ

dary

0.14

0.25

0.26

0.20

1,98

01,

030

1,18

01,

120

0.14

0.30

0.19

0.20

2,27

01,

430

1,54

072

0

Sect

or P

ublic

0.14

0.29

0.27

0.19

3,72

02,

350

2,16

01,

920

0.15

0.39

0.21

0.23

4,63

03,

230

3,45

01,

600

Pri

vate

0.23

0.31

0.46

0.56

850

510

660

420

0.22

0.29

0.39

0.41

1,07

063

077

023

0

See

note

s at

end

of t

able

.

Perc

ent

Num

ber

Perc

ent

Num

ber

Tabl

e S5

.2.

Stan

dard

err

ors

for

the

perc

enta

ge a

nd n

umbe

r of

pub

lic a

nd p

riva

te s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

phys

ical

ly a

ttac

ked

by

a

stud

ent

from

sch

ool d

urin

g th

e pr

evio

us 1

2 m

onth

s, b

y ur

bani

city

and

sel

ecte

d te

ache

r an

d sc

hool

cha

ract

eris

tics

: 199

3–94

, 199

9–20

00,

an

d 20

03–0

4


Tabl

e S5

.2.

Stan

dard

err

ors

for

the

perc

enta

ge a

nd n

umbe

r of

pub

lic a

nd p

riva

te s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

phys

ical

ly a

ttac

ked

by

Tabl

e S5

.2.—

a st

uden

t fr

om s

choo

l dur

ing

the

prev

ious

12

mon

ths,

by

urba

nici

ty a

nd s

elec

ted

teac

her

and

scho

ol c

hara

cter

isti

cs: 1

993–

94,

Tabl

e S5

.2.—

1999

–200

0, a

nd 2

003–

04—

Con

tinu

ed

2003

–04

Urb

anU

rban

frin

ge/

Smal

lfr

inge

/Sm

all

Teac

her

or

Cen

tral

larg

eto

wn/

Cen

tral

larg

eto

wn/

scho

ol c

hara

cter

istic

Tota

lci

tyto

wn

rura

lTo

tal

city

tow

nru

ral

To

tal

0.21

0.36

0.28

0.19

7,74

04,

210

5,49

01,

390

Sex

Mal

e0.

270.

740.

290.

282,

610

2,09

01,

410

490

Fem

ale

0.24

0.39

0.33

0.24

6,40

03,

390

4,81

01,

300

Rac

e/et

hnic

ity W

hite

0.20

0.42

0.2 9

0.19

5,87

03,

350

4,92

01,

260

Bla

ck0.

781.

250.

92†

2,30

02,

010

860

† H

ispa

nic

0.86

1.22

1.38

†1,

860

1,27

01,

280

† O

ther

1.07

1.90

1.32

0.74

1,09

085

061

011

0

Inst

ruct

iona

l lev

el E

lem

enta

ry0.

350.

560.

450.

376,

630

3,42

04,

730

1,27

0 S

econ

dary

0.19

0.49

0.22

0.19

3,42

02,

500

1,97

066

0

Sect

or P

ublic

0.22

0.44

0.29

0.22

7,14

04,

280

4,97

01,

440

Pri

vate

0.31

0.48

0.48

0.74

1,41

077

01,

140

280

† N

ot a

pplic

able

.N

OTE

: Tea

cher

s w

ho ta

ught

onl

y pr

ekin

derg

arte

n st

uden

ts a

re e

xclu

ded.

Pop

ulat

ion

size

s fo

r te

ache

rs a

re 2

,930

,000

in 1

993–

94; 3

,452

,000

in 1

999–

2000

; and

3,7

04,0

00 in

200

3–04

. St

anda

rd e

rror

s of

num

ber

of r

epor

ts a

re r

ound

ed to

the

near

est 1

0. F

igur

es w

ere

revi

sed

and

may

diff

er fr

om p

revi

ous l

y pu

blis

hed

data

.SO

UR

CE:

U.S

. Dep

artm

ent o

f Edu

catio

n, N

atio

nal C

ente

r fo

r Ed

ucat

ion

Stat

istic

s, S

choo

ls a

nd S

taffi

ng S

urve

y (S

ASS

), “P

ublic

Sch

ool T

each

er Q

uest

ionn

aire

,” 1

993–

94, 1

999–

2000

, and

20

03–0

4; “

Priv

ate

Scho

ol T

each

er Q

uest

ionn

aire

,” 1

993–

94, 1

999–

2000

, and

200

3–04

; “C

hart

er S

choo

l Que

stio

nnai

re,”

199

9–20

00; a

nd “

Bur

eau

of In

dian

Affa

irs

Teac

her

Que

stio

nnai

re,”

19

99–2

000

and

2003

–04.

Perc

ent

Num

ber

Tabl

e S5

.2.

Stan

dard

err

ors

for

the

perc

enta

ge a

nd n

umbe

r of

pub

lic a

nd p

riva

te s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

phys

ical

ly a

ttac

ked

by

a

stud

ent

from

sch

ool d

urin

g th

e pr

evio

us 1

2 m

onth

s, b

y ur

bani

city

and

sel

ecte

d te

ache

r an

d sc

hool

cha

ract

eris

tics

: 199

3–94

, 199

9–20

00,

an

d 20

03–0

4—C

onti

nued


Tabl

e S5

.3.—

Stan

dard

err

ors

for

the

perc

enta

ge a

nd n

umbe

r of

pub

lic s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

thre

aten

ed w

ith

inju

ry b

y a

Tabl

e S5

.3.—

stud

ent

from

sch

ool d

urin

g th

e pr

evio

us 1

2 m

onth

s, b

y st

ate:

199

3–94

, 199

9–20

00, a

nd 2

003–

04

Stat

e19

93–9

419

99–2

000

2003

–04

1993

–94

1999

–200

020

03–0

4St

ate

1993

–94

1999

–200

020

03–0

419

93–9

419

99–2

000

2003

–04

U

nite

d St

ates

0.26

0.22

0.24

7,03

07,

060

7,81

0

Ala

bam

a1.

290.

990.

8855

047

046

0M

onta

na0.

580.

970.

7780

130

120

Ala

ska

0.92

0.80

1.26

9070

110

Neb

rask

a0.

610.

701.

1216

018

028

0A

rizo

na1.

071.

150.

9745

060

060

0N

evad

a1.

221.

341.

8916

025

039

0A

rkan

sas

1.38

1.18

0.81

460

360

320

New

Ham

pshi

re1.

301.

431.

3820

022

022

0C

alifo

rnia

0.91

0.70

1.00

1,75

01,

920

2,81

0N

ew Je

rsey

0.87

0.80

1.21

800

810

1,41

0C

olor

ado

1.30

0.97

0.82

540

410

400

New

Mex

ico

1.27

1.69

1.18

250

380

270

Con

nect

icut

0.86

0.88

1.28

350

440

590

New

Yor

k1.

331.

061.

642,

620

2,26

03,

900

Del

awar

e1.

561.

371.

3512

015

011

0N

orth

Car

olin

a1.

321.

631.

431,

040

1,42

01,

360

Dis

tric

t of C

olum

bia

1.82

1.30

2.75

110

8018

0N

orth

Dak

ota

0.62

0.56

0.97

6060

100

Flor

ida

1.65

1.07

1.27

1,75

01,

670

2,19

0O

hio

1.50

1.35

1.14

1,86

01,

630

1,62

0G

eorg

ia1.

291.

421.

211,

020

1,35

01,

230

Okl

ahom

a1.

221.

160.

7952

055

036

0H

awai

i1.

490.

991.

3417

012

018

0O

rego

n1.

001.

331.

1130

038

033

0Id

aho

1.03

0.44

0.98

140

7015

0Pe

nnsy

lvan

ia1.

751.

281.

292,

390

1,66

01,

560

Illin

ois

0.78

0.89

1.61

950

1,33

02,

280

Rho

de Is

land

1.78

0.64

1.40

180

8019

0I n

dian

a1.

281.

121.

1886

068

077

0So

uth

Car

olin

a1.

631.

101.

3170

048

068

0Io

wa

1.19

0.93

1.13

460

390

450

Sout

h D

akot

a0.

830.

901.

1390

120

140

Kan

sas

0.89

0.78

0.80

320

270

300

Tenn

esse

e1.

461.

651.

2475

01,

030

820

Ken

tuck

y1.

331.

221.

4665

054

072

0Te

xas

1.15

0.89

1.13

3,07

02,

450

3,08

0Lo

uisi

ana

1.17

2.31

1.45

600

1,25

077

0U

tah

0.88

1.15

0.82

190

280

190

Mai

ne1.

111.

131.

0918

022

020

0V

erm

ont

1.28

1.46

1.18

100

140

120

Mar

ylan

d2.

161.

312.

241,

020

760

1,41

0V

irgi

nia

1.37

1.19

1.12

1,11

01,

220

1,05

0M

assa

chus

etts

0.83

1.48

1.23

490

1,18

01,

070

Was

hing

ton

1.33

0.97

1.29

660

560

870

Mic

higa

n1.

560.

931.

571,

280

900

1,68

0W

est V

irgi

nia

0.91

1.19

1.12

250

290

260

Min

neso

ta1.

121.

101.

1759

076

072

0W

isco

nsin

1.83

0.99

1.00

1,19

068

078

0M

issi

ssip

pi1.

480.

990.

9248

034

033

0W

yom

ing

0.79

0.95

1.31

8080

100

Mis

sour

i1.

111.

731.

2772

01,

040

1,13

0

NO

TE: T

each

ers

who

taug

ht o

nly

prek

inde

rgar

ten

stud

ents

are

exc

lude

d. P

riva

te s

choo

l tea

cher

s ar

e ex

clud

ed b

ecau

se th

e da

ta a

re n

ot s

tate

rep

rese

ntat

ive.

The

pub

lic s

ecto

r in

clud

es

publ

ic, p

ublic

cha

rter

, and

Bur

eau

of In

dian

Affa

irs

scho

ol te

ache

rs. P

opul

atio

n si

zes

for

teac

hers

are

2,9

30,0

00 in

199

3–94

; 3,4

52,0

00 in

199

9–20

00; a

nd 3

,704

,000

in 2

003–

04.

Stan

dard

err

ors

of n

umbe

r of

rep

orts

are

rou

nded

to th

e ne

ares

t 10.

SOU

RC

E: U

.S. D

epar

tmen

t of E

duca

tion,

Nat

iona

l Cen

ter

for

Educ

atio

n St

atis

tics,

Sch

ools

and

Sta

ffing

Sur

vey

(SA

SS),

“Pub

lic S

choo

l Tea

cher

Que

stio

nnai

re,”

199

3–94

, 199

9–20

00, a

nd

2003

–04;

“C

hart

er S

choo

l Que

stio

nnai

re,”

199

9–20

00; a

nd “

Bur

eau

of In

dian

Affa

irs

Teac

her

Que

stio

nnai

re,”

199

9–20

00 a

nd 2

003–

04.

Num

ber

Num

ber

Perc

ent

Perc

ent

Tabl

e S5

.3.

Stan

dard

err

ors

for

the

perc

enta

ge a

nd n

umbe

r of

pub

lic s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

thre

aten

ed w

ith

inju

ry b

y a

stud

ent

from

sch

ool d

urin

g th

e pr

evio

us 1

2 m

onth

s, b

y st

ate:

199

3–94

, 199

9–20

00, a

nd 2

003–

04


Tabl

e S5

.4.—

Stan

dard

err

ors

for

the

perc

enta

ge a

nd n

umbe

r of

pub

lic s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

phys

ical

ly a

ttac

ked

by a

stu

dent

Tabl

e S5

.4.—

from

sch

ool d

urin

g th

e pr

evio

us 1

2 m

onth

s, b

y st

ate:

199

3–94

, 199

9–20

00, a

nd 2

003–

04

Stat

e19

93–9

419

99–2

000

2003

–04

1993

–94

1999

–200

020

03–0

4St

ate

1993

–94

1999

–200

020

03–0

419

93–9

419

99–2

000

2003

–04

U

nite

d St

ates

0.14

0.15

0.22

3,72

04,

630

7,14

0

Ala

bam

a0.

840.

570.

7538

028

038

0M

onta

na0.

480.

380.

4760

5060

Ala

ska

0.48

0.51

0.95

4040

80N

ebra

ska

0.64

0.57

0.90

130

130

230

Ari

zona

0.67

0.94

0.57

250

480

330

Nev

ada

0.86

1.07

1.21

110

200

250

Ark

ansa

s0.

670.

590.

7221

018

028

0N

ew H

amps

hire

0.70

1.09

0.91

9017

014

0C

alifo

rnia

0.61

0.46

0.53

1,23

01,

340

1,46

0N

ew Je

rsey

0.46

0.78

0.67

380

790

790

Col

o rad

o0.

820.

600.

4531

026

022

0N

ew M

exic

o0.

721.

720.

9414

038

022

0C

onne

ctic

ut0.

460.

550.

7017

024

030

0N

ew Y

ork

0.97

0.79

1.12

1,79

01,

650

2,76

0D

elaw

are

1.06

0.92

0.99

8080

80N

orth

Car

olin

a0.

951.

230.

9567

01,

060

910

Dis

tric

t of C

olum

bia

1.36

0.83

1.34

7050

70N

orth

Dak

ota

0.66

0.37

0.53

6040

50Fl

orid

a0.

790.

911.

5981

01,

190

2,38

0O

hio

0.69

0.83

0.83

770

1,04

01,

170

Geo

rgia

0.66

0.84

1.30

500

770

1,30

0O

klah

oma

0.76

1.12

0.54

320

530

250

Haw

aii

0.57

0.57

1.14

7070

160

Ore

gon

0.64

0.60

0.55

170

180

160

Idah

o0.

770.

390.

7590

6012

0Pe

nnsy

lvan

ia1.

020.

970.

821,

230

1,21

01,

010

Illin

ois

0.51

0.39

0.78

550

560

1,09

0R

hode

Isla

nd0.

910.

590.

8790

7011

0In

dian

a0.

660.

751.

2839

045

077

0So

uth

Car

olin

a0.

930.

940.

8335

040

040

0Io

wa

0.88

0.73

0.64

310

280

250

Sout

h D

akot

a0.

460.

490.

6850

6080

Kan

sas

0.61

0.54

0.80

210

190

300

Tenn

esse

e0.

920.

671.

0144

041

067

0K

entu

cky

0.72

0.62

0.79

300

270

390

Texa

s0.

660.

750.

901,

530

1,95

02,

560

Loui

sian

a0.

821.

310.

7040

069

037

0U

tah

0.68

0.58

0.90

140

140

220

Mai

ne0.

620.

961.

0010

018

019

0V

erm

ont

1.38

0.94

†10

090

†M

aryl

and

1.34

0.93

1.40

610

520

810

Vir

gin i

a1.

230.

760.

8683

068

077

0M

assa

chus

etts

0.64

0.67

0.76

390

530

640

Was

hing

ton

0.70

0.61

0.86

340

340

560

Mic

higa

n1.

140.

910.

9595

093

01,

010

Wes

t Vir

gini

a0.

680.

670.

7815

016

018

0M

inne

sota

0.85

1.04

0.66

410

650

380

Wis

cons

in0.

780.

790.

6750

053

052

0M

issi

ssip

pi0.

780.

580.

3324

020

012

0W

yom

ing

0.49

0.47

†40

40†

Mis

sour

i0.

731.

411.

4347

087

01,

130

† N

ot a

pplic

able

.N

OTE

: Tea

cher

s w

ho ta

ught

onl

y pr

ekin

derg

arte

n st

uden

ts a

re e

xclu

ded.

Pri

vat e

sch

ool t

each

ers

are

excl

uded

bec

ause

the

data

are

not

sta

te r

epre

sent

ativ

e. T

he p

ublic

sec

tor

incl

udes

pu

blic

, pub

lic c

hart

er, a

nd B

urea

u of

Indi

an A

ffair

s sc

hool

teac

hers

. Pop

ulat

ion

size

s fo

r t e

ache

rs a

re 2

,930

,000

in 1

993–

94; 3

,452

,000

in 1

999–

2000

; and

3,7

04,0

00 in

200

3–04

. St

anda

rd e

rror

s of

num

ber

of r

epor

ts a

re r

ound

ed to

the

near

est 1

0.SO

UR

CE:

U.S

. Dep

artm

ent o

f Edu

catio

n, N

atio

nal C

ente

r fo

r Ed

ucat

ion

Stat

istic

s, S

choo

ls a

nd S

taffi

ng S

urve

y (S

ASS

), “P

ublic

Sch

ool T

each

er Q

uest

ionn

aire

,” 1

993–

94, 1

999–

2000

, and

20

03–0

4; “

Cha

rter

Sch

ool Q

uest

ionn

aire

,” 1

999–

2000

; and

“B

urea

u of

Indi

an A

ffair

s Te

ache

r Q

uest

ionn

aire

,” 1

999–

2000

and

200

3–04

.

Num

ber

Num

ber

Perc

ent

Perc

ent

Tabl

e S5

.4.

Stan

dard

err

ors

for

the

perc

enta

ge a

nd n

umbe

r of

pub

lic s

choo

l tea

cher

s w

ho r

epor

ted

that

the

y w

ere

phys

ical

ly a

ttac

ked

by a

stu

dent

from

sch

ool d

urin

g th

e pr

evio

us 1

2 m

onth

s, b

y st

ate:

199

3–94

, 199

9–20

00, a

nd 2

003–

04


Tabl

e S6

.1.—

Stan

dard

err

ors

for

the

perc

enta

ge o

f pub

lic s

choo

ls e

xper

ienc

ing

and

repo

rtin

g in

cide

nts

of c

rim

e th

at o

ccur

red

at s

choo

l, nu

mbe

r of

Tabl

e S6

.1.—

inci

dent

s, a

nd t

he r

ate

per

1,00

0 st

uden

ts, b

y ty

pe o

f cri

me:

199

9–20

00 a

nd 2

003–

04

1999

–200

019

99–2

000

Perc

ent

Perc

ent

Num

ber

Rat

e Pe

rcen

t Pe

rcen

t N

umbe

rR

ate

ofof

ofpe

r 1,

000

ofof

ofpe

r 1,

000

Type

of c

rim

esc

hool

s sc

hool

s in

cide

nts

stud

ents

scho

ols

scho

ols

inci

dent

sst

uden

ts

T

otal

1.23

0.85

79,3

801.

651.

371.

3524

,030

0.49

Vio

lent

inci

dent

s1.

371.

0573

,530

1.55

1.26

1.15

17,9

200.

38

Phy

sica

l atta

ck o

r fig

ht w

ithou

t wea

pon

1.52

1.21

39,4

200.

820.

910.

9812

,180

0.26

Thr

eat o

f atta

ck w

ithou

t wea

pon

1.47

1.34

47,3

801.

010.

940.

829,

780

0.21

Ser

ious

vio

lent

inci

dent

s0.

980.

994,

700

0.10

0.82

0.88

2,37

00.

05

R

ape

or a

ttem

pted

rap

e0.

100.

1716

0†

0.10

0.17

160

†

S

exua

l bat

tery

oth

er th

an r

ape

0.33

0.32

700

0.01

0.34

0.28

670

0.01

P

hysi

cal a

tt ack

or

fight

with

wea

pon

0.60

0.46

2,33

00.

050.

500.

381,

420

0.03

T

hrea

t of a

ttack

with

wea

pon

0.70

0.71

2,57

00.

050.

590.

551,

230

0.03

R

obbe

ry w

ith a

wea

pon

0.15

0.15

440

† 0.

090.

1544

0†

R

obbe

ry w

ithou

t a w

eapo

n0.

560.

601,

890

0.04

0.41

0.51

910

0.02

Th

eft

1.37

1.29

7,04

00.

151.

041.

174,

830

0.10

Oth

er in

cide

nts

1.30

1.27

9,91

00.

201.

141.

187,

720

0.15

Pos

sess

fire

arm

/exp

losi

ve d

evic

e0.

440.

4960

00.

010.

410.

4456

00.

01

Pos

sess

kni

fe o

r sh

arp

obje

ct1.

280.

851,

480

0.03

0.84

0.70

1,18

00.

03

Dis

trib

utio

n of

ille

gal d

rugs

0.50

0.55

1,65

00.

030.

480.

571,

520

0.03

Pos

sess

ion

or u

se o

f alc

ohol

or

illeg

al d

rugs

0.72

0.87

4,25

00.

090.

670.

763,

980

0.08

Sex

ual h

aras

smen

t1.

26†

† †

0.78

† †

† V

anda

lism

1.61

1.17

6,58

00.

141.

101.

064,

420

0.0 9

† N

ot a

pplic

able

.

NO

TE: E

ither

sch

ool p

rinc

ipal

s or

the

pers

on m

ost k

now

ledg

eabl

e ab

out d

isci

plin

e is

sues

at s

choo

l com

plet

ed th

e SS

OC

S qu

estio

nnai

re. “

At s

choo

l” w

as d

efin

ed fo

r re

spon

dent

s to

incl

ude

activ

ities

that

hap

pen

in s

choo

l bui

ldin

gs, o

n sc

hool

gro

unds

, on

scho

ol b

uses

, and

at p

lace

s th

at h

old

scho

ol-s

pons

ored

eve

nts

or a

ctiv

ities

. Res

pond

ents

wer

e in

stru

cted

to r

espo

nd o

nly

for

thos

e tim

es th

at w

ere

duri

ng n

orm

al s

choo

l hou

rs o

r w

hen

scho

ol a

ctiv

ities

or

even

ts w

ere

in s

essi

on, u

nles

s th

e su

rvey

spe

cifie

d ot

herw

ise.

Pop

ulat

ion

size

of p

ublic

sch

ools

is 8

2,00

0 in

199

9–20

00 a

nd 8

0,50

0 in

200

3–04

. Sta

ndar

d e r

rors

of n

umbe

r of

inci

dent

s an

d sc

hool

s ar

e ro

unde

d to

the

near

est 1

0.SO

UR

CE:

U.S

. Dep

artm

ent o

f Edu

catio

n, N

atio

nal C

ente

r fo

r Ed

ucat

ion

Stat

istic

s, S

choo

l Sur

vey

on C

rim

e an

d Sa

fety

(SS O

CS)

, 200

0 an

d 20

04.

2003

–04

2003

–04

Expe

rien

ced

vari

ous

type

s of

cri

me

Rep

orte

d to

pol

ice

Tabl

e S6

.1.

Stan

dard

err

ors

for

the

perc

enta

ge o

f pu

blic

sch

ools

exp

erie

ncin

g an

d re

port

ing

inci

dent

s of

cri

me

that

occ

urre

d at

sch

ool,

num

ber

of

in

cide

nts,

and

the

rat

e pe

r 1,

000

stud

ents

, by

type

of

crim

e: 1

999–

2000

and

200

3–04


Tabl

e S6

.2.—

Stan

dard

err

ors

for

the

perc

enta

ge o

f pub

lic s

choo

ls e

xper

ienc

ing

inci

dent

s of

cri

me

that

occ

urre

d at

sch

ool,

num

ber

of in

cide

nts,

and

Tabl

e S6

.2.—

the

rate

of c

rim

es p

er 1

,000

stu

dent

s, b

y se

lect

ed s

choo

l cha

ract

eris

tics

: 200

3–04

Num

ber

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t N

umbe

rR

ate

per

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t N

umbe

rR

ate

per

ofof

of1,

000

ofof

1,00

0of

of1,

000

ofof

1,00

0

Scho

ol c

hara

cter

istic

scho

ols

scho

ols

inci

dent

sst

uden

tssc

hool

s in

cide

nts

stud

ents

scho

ols

inci

dent

sst

uden

tssc

hool

s in

cide

nts

stud

ents

To

tal

250

1.05

73,5

301.

550.

994,

700

0.10

1.29

7,04

00.

151.

279,

910

0.20

Scho

ol le

vel

Pri

mar

y18

01.

7151

,000

2.14

1.34

3,04

00.

131.

883,

510

0.15

1.99

5,48

00.

22 M

iddl

e40

1.06

44,7

304.

521.

102,

170

0.22

1.76

3,20

00.

311.

304,

960

0.48

Hig

h sc

hool

270

0.93

17,5

001.

481.

711,

990

0.17

1.27

4,24

00.

311.

045,

680

0.41

Com

bine

d32

03.

7112

,510

4.33

4.74

1,21

00.

445.

002,

850

1.07

4.85

4,33

01.

40

Enro

llmen

t siz

e

Les

s th

an 3

00

240

2.88

19,7

104.

862.

532,

440

0.62

3.53

2,41

00.

572.

983,

850

0.94

300

–499

80

2.19

47,1

904.

851.

612,

060

0.21

2.21

2,28

00.

232.

763,

130

0.32

500

–999

30

1.33

37,9

401.

891.

352,

060

0.11

1.73

4,14

00.

211.

624,

300

0.22

1,0

00 o

r m

ore

101.

0720

,430

1.51

2.07

2,56

00.

191.

934,

360

0.30

1.57

6,13

00.

45

Urb

anic

ity

City

70

1.82

31,7

502.

302.

323,

130

0.23

2.49

3,24

00.

242.

977,

590

0.51

Urb

an fr

inge

16

01.

8336

,490

1.95

1.69

2,13

00.

111.

664,

850

0.24

2.39

6,07

00.

28 T

own

190

2.83

13,2

102.

473.

102,

160

0.43

3.07

1,96

00.

333.

263,

550

0.60

Rur

al

120

2.42

57,1

905.

751.

471,

020

0.10

2.69

3,51

00.

352.

924,

430

0.43

Perc

ent m

inor

ity e

nrol

lmen

t

Les

s th

an 5

per

cent

880

2.79

17,9

302.

282.

051,

390

0.19

2.69

2,98

00.

363.

084,

440

0.49

5 to

20

perc

ent

970

2.64

19,7

701.

591.

611,

830

0.16

3.07

4,46

00.

352.

674,

900

0.41

20

to 5

0 pe

rcen

t1,

130

2.09

23,7

901.

962.

411,

490

0.13

3.00

4,47

00.

342.

845,

060

0.39

50

perc

ent o

r m

ore

780

1.56

62,4

603.

871.

743,

520

0.22

2.43

4,71

00.

282.

435,

800

0.37

Perc

ent o

f stu

dent

s el

i gib

le fo

r

free

or

redu

ced-

pric

e lu

nch

0–2

0 pe

rcen

t 68

02.

2217

,790

1.33

1.97

1,60

00.

122.

513,

430

0.23

2.75

4,31

00.

28 2

1–50

per

cent

96

01.

8729

,170

1.54

1.12

2,47

00.

152.

095,

270

0.29

1.80

6,27

00.

34 M

ore

than

50

perc

ent

940

1.65

61,8

103.

582.

123,

320

0.18

2.24

4,02

00.

232.

197,

710

0.43

See

note

s at

end

of t

able

.

Vio

lent

inci

dent

sSe

riou

s vi

olen

t inc

iden

tsTh

eft

Oth

er in

cid e

nts

Tabl

e S6

.2.

Stan

dard

err

ors

for

the

perc

enta

ge o

f pu

blic

sch

ools

exp

erie

ncin

g in

cide

nts

of c

rim

e th

at o

ccur

red

at s

choo

l, nu

mbe

r of

inci

dent

s, a

nd

th

e ra

te o

f cr

imes

per

1,0

00 s

tude

nts,

by

sele

cted

sch

ool c

hara

cter

isti

cs: 2

003–

04


Tabl

e S6

.2.—

Stan

dard

err

ors

for

the

perc

enta

ge o

f pub

lic s

choo

ls e

xper

ienc

ing

inci

dent

s of

cri

me

that

occ

urre

d at

sch

ool,

num

ber

of in

cide

nts,

and

Tabl

e S7

.2.—

the

rate

of c

rim

es p

er 1

,000

stu

dent

s, b

y se

lect

ed s

choo

l cha

ract

eris

tics

: 200

3–04

—C

onti

nued

Num

ber

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t N

umbe

rR

ate

per

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t N

umbe

rR

ate

per

ofof

of1,

000

ofof

1,00

0of

of1,

000

ofof

1,00

0

Scho

ol c

hara

cter

istic

scho

ols

scho

ols

inci

dent

sst

uden

tssc

hool

s in

cide

nts

stud

ents

scho

ols

inci

dent

sst

uden

tssc

hool

s in

cide

nts

stud

ents

Stud

ent/t

each

er r

atio

Les

s th

an 1

291

01.

8140

,860

2.44

1.65

2,49

00.

162.

154,

430

0.28

2.41

7,04

00.

45 1

2–16

890

1.67

30,1

901.

301.

313,

530

0.18

1.55

4,37

00.

212.

165,

900

0.24

Mor

e th

an 1

672

02.

3245

,240

3.63

2.03

1,74

00.

142.

634,

260

0.30

2.91

6,93

00.

46

NO

TE: E

ither

sch

ool p

rinc

ipal

s or

the

pers

on m

ost k

now

ledg

eabl

e ab

out d

isci

plin

e is

sues

at s

choo

l com

plet

ed th

e SS

OC

S qu

estio

nnai

re. “

At s

choo

l” w

as d

efin

ed fo

r re

spon

dent

s to

incl

ude

activ

ities

that

hap

pen

in s

choo

l bui

ldin

gs, o

n sc

hool

gro

unds

, on

scho

ol b

uses

, and

at p

lace

s th

at h

old

scho

ol-s

pons

ored

eve

nts

or a

ctiv

ities

. Res

pond

ents

wer

e in

stru

cted

to r

espo

nd o

nly

for

thos

e tim

es th

at w

ere

duri

n g n

orm

al s

choo

l hou

rs o

r w

hen

scho

ol a

ctiv

ities

or

even

ts w

ere

in s

essi

on, u

nles

s th

e su

rvey

spe

cifie

d ot

herw

ise.

Pop

ulat

ion

size

is 8

0,50

0 pu

blic

sch

ools

. St

anda

rd e

rror

s of

num

ber

of in

cide

nts

and

scho

ols

a re

roun

ded

to th

e ne

ares

t 10.

SOU

RC

E: U

.S. D

epar

tmen

t of E

duca

tion,

Nat

iona

l Cen

ter

for

Educ

atio

n St

atis

tics,

Sch

ool S

urve

y on

Cri

me

and

Safe

ty (S

SOC

S), 2

004.

Vio

lent

inci

dent

sSe

riou

s vi

olen

t inc

iden

tsTh

e ft

Oth

er in

cide

nts

Tabl

e S6

.2.

Stan

dard

err

ors

for

the

perc

enta

ge o

f pu

blic

sch

ools

exp

erie

ncin

g in

cide

nts

of c

rim

e th

at o

ccur

red

at s

choo

l, nu

mbe

r of

inci

dent

s, a

nd

th

e ra

te o

f cr

imes

per

1,0

00 s

tude

nts,

by

sele

cted

sch

ool c

hara

cter

isti

cs: 2

003–

04—

Con

tinu

ed


Tabl

e S6

.3.—

Stan

dard

err

ors

for

the

perc

enta

ge o

f pub

lic s

choo

ls r

epor

ting

inci

dent

s of

cri

me

that

occ

urre

d at

sch

ool t

o th

e po

lice,

num

ber

of

Tabl

e S6

.3.—

inci

dent

s, a

nd t

he r

ate

of c

rim

es p

er 1

,000

stu

dent

s, b

y se

lect

ed s

choo

l cha

ract

eris

tics

: 200

3–04

Num

ber

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t N

umbe

rR

ate

per

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t N

umbe

rR

ate

per

of

ofof

1,00

0of

of1,

000

ofof

1,00

0of

of1,

000

Scho

ol c

hara

cter

istic

scho

ols

scho

ols

inci

dent

sst

uden

tssc

hool

s in

cide

nts

stud

ents

scho

ols

inci

dent

sst

uden

tssc

hool

s in

cide

nts

stud

ents

To

tal

250

1.15

17,9

200.

380.

882,

370

0.05

1.17

4,83

00.

101.

187,

720

0.15

Scho

ol le

vel

Pri

mar

y18

01.

7610

,990

0.48

1.02

1,01

00.

041.

481,

640

0.07

1.87

3,79

00.

15

Mid

dle

401.

5612

,350

1.23

1.25

1,14

00.

111.

781,

960

0.19

1.53

3,44

00.

34

Hig

h sc

hool

270

1.55

8,79

00.

691.

591,

740

0.15

1.51

3,09

00.

251.

204,

740

0.33

Com

bine

d32

04.

937,

200

2.67

3.85

590

0.22

5.70

2,18

00.

835.

593,

330

1.13

Enro

llmen

t siz

e

Les

s th

an 3

00

240

2.94

10,1

302.

552.

271,

280

0.32

2.77

1,72

00.

403.

142,

890

0.70

300

–499

80

2.07

10,5

901.

081.

1149

00.

051.

951,

430

0.15

2.79

2,85

00.

29

500

–999

30

1.60

9,85

00.

501.

2395

00.

051.

622,

640

0.13

1.64

3,30

00.

16

1,0

00 o

r m

ore

101.

949,

710

0.71

1.99

1,96

00.

141.

972,

950

0.21

1.74

4,65

00.

35

Urb

anic

ity

City

70

2.29

10,1

700.

711.

931,

570

0.12

2.35

2,34

00.

172.

715,

850

0.39

Urb

an fr

inge

16

01.

829,

090

0.44

1.39

1,57

00.

081.

583,

010

0.15

2.20

5,03

00.

23

Tow

n 19

03.

514,

650

0.91

2.32

770

0.16

2.84

1,30

00.

263.

452,

580

0.45

Rur

al

120

1.98

13,4

701.

361.

2763

00.

062.

142,

350

0.24

2.23

3,33

00.

33

Perc

ent m

inor

ity e

nrol

lmen

t

Les

s th

an 5

per

cent

880

2.71

3,74

00.

451.

5142

00.

062.

351,

790

0.22

3.18

3,21

00.

38

5 to

20

perc

ent

970

2.40

5,82

00.

501.

1775

00.

072.

392,

960

0.25

2.44

3,70

00.

31

20

to 5

0 pe

rcen

t1,

130

2.32

7,20

00.

541.

6377

00.

072.

382,

910

0.23

2.46

3,65

00.

30

50

perc

ent o

r m

ore

780

2.34

17,6

401.

091.

652,

020

0.12

1.96

2,87

00.

172.

224,

610

0.29

Perc

ent o

f stu

dent

s el

igib

le fo

r

free

or

redu

ced-

pric

e lu

nch

0–2

0 pe

rcen

t 68

01.

796,

260

0.43

1.34

1,15

00.

092.

242,

850

0.19

2.95

4,13

00.

25

21–

50 p

erce

nt

960

1.94

6,18

00.

421.

0768

00.

041.

903,

120

0.18

2.07

4,80

00.

28

Mor

e th

an 5

0 pe

rcen

t94

02.

2817

,230

1.02

1.91

2,02

00.

111.

852,

270

0.14

1.87

5,46

00.

30

See

note

s at

end

of t

able

.

Vio

lent

inci

dent

sSe

riou

s vi

olen

t inc

iden

tsTh

eft

Oth

er in

cide

nts

Tabl

e S6

.3.

Stan

dard

err

ors

for

the

perc

enta

ge o

f pu

blic

sch

ools

rep

orti

ng in

cide

nts

of c

rim

e th

at o

ccur

red

at s

choo

l to

the

polic

e, n

umbe

r of

inci

dent

s,

an

d th

e ra

te o

f cr

imes

per

1,0

00 s

tude

nts,

by

sele

cted

sch

ool c

hara

cter

isti

cs: 2

003–

04


Tabl

e S6

.3.—

Stan

dard

err

ors

for

the

perc

enta

ge o

f pub

lic s

choo

ls r

epor

ting

inci

dent

s of

cri

me

that

occ

urre

d at

sch

ool t

o th

e po

lice,

num

ber

of

Tabl

e S7

.3.—

inci

dent

s, a

nd t

he r

ate

of c

rim

es p

er 1

,000

stu

dent

s by

, sel

ecte

d sc

hool

cha

ract

eris

tics

: 200

3–04

—C

onti

nued

Num

ber

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t N

umbe

rR

ate

per

Perc

ent

Num

ber

Rat

e pe

rPe

rcen

t N

umbe

rR

ate

per

ofof

of1,

000

ofof

1,00

0of

of1,

000

ofof

1,00

0

Scho

ol c

hara

cter

istic

scho

ols

scho

ols

inci

dent

sst

uden

tssc

hool

s in

cide

nts

stud

ents

scho

ols

inci

dent

sst

uden

tssc

hool

s in

cide

nts

stud

ents

Stud

ent/t

each

er r

atio

Les

s th

an 1

291

01.

8611

,570

0.73

1.43

1,57

00.

101.

832,

490

0.16

2.25

5,35

00.

34

12–

1689

01.

819,

510

0.44

1.08

1,37

00.

071.

403,

070

0.15

2.29

4,74

00.

19

Mor

e th

an 1

672

02.

8711

,930

1.00

1.95

1,23

00.

102.

562,

790

0.20

3.10

5,63

00.

38

NO

TE: E

ither

sch

ool p

rinc

ipal

s or

the

pers

on m

ost k

now

ledg

eabl

e ab

out d

isci

plin

e is

sues

at s

choo

l com

plet

ed th

e SS

OC

S qu

estio

nnai

re. “

At s

choo

l” w

as d

efin

ed fo

r re

spon

dent

s to

incl

ude

activ

ities

that

hap

pen

in s

choo

l bui

ldin

gs, o

n sc

hool

gro

unds

, on

scho

ol b

uses

, and

at p

lace

s th

at h

old

scho

ol-s

pons

ored

eve

nts

or a

ctiv

ities

. Res

pond

ents

wer

e in

stru

cted

to r

espo

nd o

nly

for

thos

e tim

es th

at w

ere

duri

ng n

orm

al s

choo

l hou

rs o

r w

hen

scho

ol a

ctiv

ities

or

even

ts w

ere

in s

essi

on, u

nles

s th

e su

rvey

spe

cifie

d ot

herw

ise.

Pop

ulat

ion

size

is 8

0,50

0 pu

blic

sch

ools

. St

anda

rd e

rror

s of

num

ber

of in

cide

nts

and

scho

ols

are

roun

ded

t o th

e ne

ares

t 10.

SOU

RC

E: U

.S. D

epar

tmen

t of E

duca

tion,

Nat

iona

l Cen

ter

for

Educ

atio

n St

atis

tics,

Sch

ool S

urve

y on

Cri

me

and

Safe

ty (S

SOC

S), 2

004.

Vio

lent

inci

dent

sSe

riou

s vi

olen

t inc

iden

tsTh

eft

Oth

er in

cide

nts

Tabl

e S6

.3.

Stan

dard

err

ors

for

the

perc

enta

ge o

f pu

blic

sch

ools

rep

orti

ng in

cide

nts

of c

rim

e th

at o

ccur

red

at s

choo

l to

the

polic

e, n

umbe

r of

inci

dent

s,

an

d th

e ra

te o

f cr

imes

per

1,0

00 s

tude

nts,

by

sele

cted

sch

ool c

hara

cter

isti

cs: 2

003–

04—

Con

tinu

ed


Tabl

e S7

.1.—

Stan

dard

err

ors

for

the

perc

enta

ge o

f pub

lic s

choo

ls t

hat

repo

rted

sel

ecte

d di

scip

line

prob

lem

s th

at o

ccur

red

at s

choo

l, by

freq

uenc

y

Tabl

e S7

.1.—

and

scho

ol c

hara

cter

isti

cs: 2

003–

04

Stud

ent

Wid

espr

ead

Stud

ent a

cts

ofU

ndes

irab

leU

ndes

irab

le c

ult

Stud

ent r

acia

lSt

uden

tve

rbal

abu

sedi

sord

erdi

sres

pect

gang

or e

xtre

mis

tSc

hool

cha

ract

eris

ticte

nsio

nsbu

llyin

gof

teac

hers

in c

lass

room

sfo

r te

ache

rsac

tiviti

esgr

oup

activ

ities

To

tal

0.28

1.09

0.80

0.39

0.91

0.78

0.35

Scho

ol le

vel

Pri

mar

y 0.

391.

651.

030.

541.

290.

93†

Mid

dle

0.68

1.35

1.02

0.69

1.51

1.46

0.74

Hig

h sc

hool

0.

591.

400.

960.

601.

381.

681.

14 C

ombi

ned

†4.

193.

30†

4.24

3.18

†

Enro

llmen

t siz

e L

ess

than

300

†2.

712.

321.

092.

631.

670.

81 3

00–4

990.

501.

891.

360.

581.

881.

270.

47 5

00–9

990.

551.

521.

080.

471.

471.

180.

38 1

,000

or

mor

e0.

901.

881.

361.

001.

791.

480.

96

Urb

anic

i ty C

ity0.

852.

011.

800.

682.

232.

050.

52 U

rban

frin

ge0.

421.

900.

890.

591.

121.

280.

68 T

own

1.14

3.05

2.64

1.52

2.84

2.19

1.64

Rur

al†

2.11

1.43

0.69

1.71

1.23

0.31

Perc

ent m

inor

ity e

nrol

lmen

t L

ess

than

5 p

erce

nt†

2.45

1.26

†1.

500.

770.

58 5

to 2

0 pe

rcen

t0.

462.

021.

140.

551.

611.

240.

58 2

0 to

50

perc

ent

0.81

2.62

1.89

0.81

2.10

1.78

1.07

50

perc

ent o

r m

ore

0.65

1.93

1.76

1.06

1.99

1.80

0.39

Perc

ent o

f stu

dent

s el

igib

le fo

r

free

or

redu

ced-

pric

e lu

nch

0–2

0 pe

rcen

t0.

331.

830.

620.

201.

220.

990.

81 2

1–50

per

cent

0.40

1.61

0.72

0.22

1.25

0.94

0.38

Mor

e th

an 5

0 pe

rcen

t0.

531.

641.

730.

851.

911.

800.

54

See

note

s at

end

of t

able

.

Hap

pens

at l

east

onc

e a

wee

kH

appe

ns a

t all

Tabl

e S7

.1.

Stan

dard

err

ors

for

the

perc

enta

ge o

f pu

blic

sch

ools

tha

t re

port

ed s

elec

ted

disc

iplin

e pr

oble

ms

that

occ

urre

d at

sch

ool,

by f

requ

ency

an

d sc

hool

cha

ract

eris

tics

: 200

3–04


Tabl

e S7

.1.—

Stan

dard

err

ors

for

the

perc

enta

ge o

f pub

lic s

choo

ls t

hat

repo

rted

sel

ecte

d di

scip

line

prob

lem

s th

at o

ccur

red

at s

choo

l, by

freq

uenc

y

Tabl

e S8

.1.—

and

scho

ol c

hara

cter

isti

cs: 2

003–

04—

Con

tinu

ed

Stud

ent

Wid

espr

ead

Stud

ent a

cts

ofU

ndes

irab

leU

ndes

irab

le c

ult

Stud

ent r

acia

lSt

uden

tve

rbal

abu

sedi

sord

erdi

sres

pect

gang

or e

xtre

mis

tSc

hool

cha

ract

eris

ticte

nsio

nsbu

llyin

gof

teac

hers

in c

lass

room

sfo

r te

ache

rsac

tiviti

esgr

oup

activ

ities

Stud

ent/t

each

er r

atio

Les

s th

an 1

20.

281.

841.

290.

591.

561.

290.

54 1

2–16

0.63

2.03

1.12

0.60

1.55

1.14

0.50

Mor

e th

an 1

60.

752.

461.

350.

591.

921.

780.

64

Prev

alen

ce o

f vio

lent

inci

dent

s N

o vi

olen

t inc

iden

ts†

2.50

0.66

†1.

290.

74†

Any

vio

lent

inci

dent

s0.

341.

140.

960.

451.

020.

970.

43

† N

ot a

pplic

able

.N

OTE

: Eit h

er s

choo

l pri

ncip

als

or th

e pe

rson

mos

t kno

wle

dgea

ble

abou

t dis

cipl

ine

issu

es a

t sch

ool c

ompl

eted

the

SSO

CS

ques

tionn

aire

. “A

t sch

ool”

was

def

ined

for

resp

onde

nts

to in

clud

e ac

tiviti

es th

at h

appe

n in

sch

ool b

uild

ings

, on

scho

ol g

roun

ds, o

n sc

hool

bus

es, a

nd a

t pla

ces

that

hol

d sc

hool

-spo

nsor

ed e

vent

s or

act

iviti

es. R

espo

nden

ts w

ere

inst

ruct

ed to

res

pond

onl

y fo

r th

ose

times

tha t

wer

e du

ring

nor

mal

sch

ool h

ours

or

whe

n sc

hool

act

iviti

es o

r ev

ents

wer

e in

ses

sion

, unl

ess

the

surv

ey s

peci

fied

othe

rwis

e. P

opul

atio

n si

ze is

80,

500

scho

ols.

SOU

RC

E: U

.S. D

epar

tmen

t of E

duca

tion,

Nat

iona

l Cen

ter

f or

Educ

atio

n St

atis

tics,

Sch

ool S

urve

y on

Cri

me

and

Safe

ty (S

SOC

S), 2

004.

Hap

pens

at l

east

onc

e a

wee

kH

appe

ns a

t all

Tabl

e S7

.1.

Stan

dard

err

ors

for

the

perc

enta

ge o

f pu

blic

sch

ools

tha

t re

port

ed s

elec

ted

disc

iplin

e pr

oble

ms

that

occ

urre

d at

sch

ool,

by f

requ

ency

an

d sc

hool

cha

ract

eris

tics

: 200

3–04

—C

onti

nued


Tabl

e S8

.1.—

Stan

dard

err

ors

for

the

perc

enta

ge o

f stu

dent

s ag

es 1

2–18

who

rep

orte

d th

at g

angs

wer

e pr

esen

t at

sch

ool d

urin

g th

e pr

evio

us 6

Tabl

e S8

.1.—

mon

ths,

by

urba

nici

ty a

nd s

elec

ted

stud

ent

and

scho

ol c

hara

cter

isti

cs: 2

001,

200

3, a

nd 2

005

Stud

ent o

rsc

hool

cha

ract

eris

ticTo

tal

Urb

anSu

burb

anR

ural

Tota

lU

rban

Subu

rban

Rur

alTo

tal

Urb

anSu

burb

anR

ural

To

tal

0.71

1.23

0.72

1.71

0.70

1.33

0.84

1.81

0.91

1.99

0.88

2.52

Sex

Mal

e0.

861.

620.

922.

080.

951.

711.

072.

001.

052.

271.

093.

18 F

emal

e0.

901.

521.

081.

840.

791.

840.

922.

341.

082.

441.

112.

78

Rac

e/et

hnic

ity W

hite

0.72

1.28

0.75

1.70

0.59

1.71

0.67

1.42

0.82

1.81

0.86

2.47

Bla

ck1.

902.

792.

795.

782.

142.

433.

937.

172.

342.

914.

166.

37 H

ispa

n ic

1.82

2.45

2.25

7.49

1.76

2.17

2.14

4.11

2.71

4.54

2.53

6.34

Oth

er2.

184.

412.

95†

2.54

4.09

2.96

†2.

314.

682.

806.

49

Gra

de 6

th1.

282.

451.

522.

781.

283.

421.

25†

1.34

3.05

1.49

3.25

7th

1.09

2.54

1.16

1.87

1.14

2.32

1.28

2.56

1.22

2.62

1.48

3.48

8th

1.22

2.66

1.50

2.24

1.29

2.63

1.65

3.26

1.70

3.80

1.65

4.13

9th

1.27

2.77

1.48

3.03

1.44

3.25

1.58

3.00

1.60

3.73

1.87

3.97

10t

h1.

483.

081.

583.

051.

372.

821.

723.

501.

893.

772.

343.

61 1

1th

1.56

3.18

1.71

3.85

1.64

2.81

2.34

3.30

1.84

3.82

2.18

4.48

12t

h1.

543.

211.

814.

511.

502.

751.

913.

602.

133.

662.

545.

67

Sect

or P

ublic

0.77

1.35

0.80

1.80

0.78

1.50

0.91

2.02

0.99

2.10

0.97

2.66

Pri

vate

1.05

1.38

1.45

†0.

821.

620.

78†

0.95

2.27

1.03

†

† N

ot a

pplic

able

.N

OTE

: All

gang

s, w

heth

er o

r no

t the

y ar

e in

volv

ed in

vio

lent

or

illeg

al a

ctiv

ity, a

re in

clud

ed. “

At s

choo

l” in

clud

es th

e sc

hool

bui

ldin

g, o

n sc

hool

pro

pert

y, o

n a

scho

ol b

us, o

r go

ing

to a

nd

from

sch

ool.

In 2

005,

the

unit

resp

onse

rat

e fo

r th

is s

urve

y di

d no

t mee

t NC

E S s

tatis

tical

sta

ndar

ds; t

here

fore

, int

erpr

et th

e da

ta w

ith c

autio

n. F

or m

ore

info

rmat

ion,

ple

ase

see

appe

ndix

A.

Popu

latio

n si

zes

for

stud

ents

age

s 12

–18

are

24,3

15,0

00 in

200

1; 2

5,68

4,00

0 in

200

3; a

nd 2

5,81

1,00

0 in

200

5.

SOU

RC

E: U

.S. D

epar

tmen

t of J

ustic

e, B

urea

u of

Just

ice

Stat

istic

s, S

choo

l Cri

me

Supp

lem

ent (

SCS)

to th

e N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey, v

ario

us y

ears

, 200

1–20

05.

2001

2003

2005

Tabl

e S8

.1.

Stan

dard

err

ors

for

the

perc

enta

ge o

f st

uden

ts a

ges

12–1

8 w

ho r

epor

ted

that

gan

gs w

ere

pres

ent

at s

choo

l dur

ing

the

prev

ious

6 m

onth

s,

by

urb

anic

ity

and

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: 2

001,

200

3, a

nd 2

005


Tabl

e S9

.1.—

Stan

dard

err

ors

for

the

perc

enta

ge o

f stu

dent

s in

gra

des

9–12

who

rep

orte

d th

at d

rugs

wer

e m

ade

avai

labl

e to

the

m o

n sc

hool

pro

pert

y

Tabl

e S9

.1.—

duri

ng t

he p

revi

ous

12 m

onth

s, b

y se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: Var

ious

yea

rs, 1

993–

2005

Stud

ent o

r sc

hool

char

acte

rist

ic19

9319

9519

9719

9920

0120

0320

05

To

tal

1.33

1.55

0.90

1.23

1.01

1.95

1.05

Sex

Mal

e1.

501.

731.

191.

691.

202.

071.

23 F

emal

e1.

311.

431.

221.

261.

031.

921.

03

Rac

e/et

hnic

ity W

hite

1.69

2.24

1.36

1.50

1.31

2.68

1.32

Bla

ck1.

491.

981.

692.

031.

721.

422.

22 H

ispa

nic

1.58

2.45

2.04

2.10

1.17

1.91

1.18

Asi

an†

††

2.65

2.92

3.71

2.68

Am

eric

an In

dian

4.55

4.78

4.54

5.90

5.15

5.64

3.57

Pac

ific

Isla

nder

††

†4.

335.

736.

195.

75 M

ore

than

one

rac

e†

††

2.72

3.22

3.99

3.13

Gra

de 9

th1.

241.

692.

332.

511.

592.

391.

21 1

0th

1.86

1.54

1.71

1.94

1.39

2.02

1.68

11t

h1.

611.

881.

422.

161.

392.

331.

03 1

2th

1.82

2.63

1.80

1.11

1.30

2.24

1.40

Urb

anic

ity U

rban

††

1.11

1.50

1.36

2.12

† S

ubur

ban

††

0.94

1.87

1.34

2.16

† R

ural

††

1.91

5.76

3.10

5.08

†

† N

ot a

pplic

able

.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. Pop

ulat

ion

size

s fr

om th

e D

iges

t of E

duca

tion

Stat

istic

s, 2

005

and

2002

(NC

ES 2

006-

030

and

2003

-060

) for

stu

dent

s in

gr

ades

9–1

2 ar

e 13

,093

,000

stu

dent

s in

199

3; 1

3,69

7,00

0 in

199

5; 1

4,27

2,00

0 in

199

7; 1

4,62

3,00

0 in

199

9; 1

5,06

1,00

0 in

200

1; 1

5,72

3,00

0 in

200

3; a

nd 1

6,28

6,00

0 (p

roje

cted

) in

2005

.SO

UR

CE:

Cen

ters

for

Dis

ease

Con

trol

and

Pre

vent

ion,

Nat

iona

l Cen

ter

for

Chr

onic

Dis

ease

Pre

vent

ion

and

Hea

lth P

rom

otio

n, Y

outh

Ris

k B

ehav

ior

Surv

eilla

nce

Syst

em (Y

RB

SS),

vari

ous

year

s, 1

993–

2005

.

Tabl

e S9

.1.

Stan

dard

err

ors

for

the

perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d th

at d

rugs

wer

e m

ade

avai

labl

e to

the

m o

n sc

hool

pro

pert

y

du

ring

the

pre

viou

s 12

mon

ths,

by

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: V

ario

us y

ears

, 199

3–20

05


Tabl

e S9

.2.—

Stan

dard

err

ors

for

the

perc

enta

ge o

f stu

dent

s in

gra

des

9–12

who

rep

orte

d th

at d

rugs

wer

e m

ade

avai

labl

e to

the

m o

n sc

hool

pro

pert

y

Tabl

e S9

.2.—

duri

ng t

he p

revi

ous

12 m

onth

s, b

y st

ate:

200

3 an

d 20

05

Stat

e20

0320

05St

ate

2003

2005

Uni

ted

Stat

es1.

951.

05

Ala

bam

a1.

781.

90M

onta

na1.

231.

09A

lask

a1.

24†

Neb

rask

a1.

040.

83A

rizo

na1.

351.

19N

evad

a1.

301.

53A

rkan

sas

†1.

35N

ew H

amps

hire

1.87

1.40

Cal

iforn

ia†

†N

ew Je

rsey

†1.

32C

olor

ado

†1.

81N

ew M

exic

o†

1.37

Con

nect

icut

†0.

90N

ew Y

ork

0.97

0.76

Del

awar

e0.

901.

05N

orth

Car

olin

a1.

741.

66D

istr

ict o

f Col

umbi

a1.

461.

18N

orth

Dak

ota

1.07

1.10

Flor

ida

0.81

0.85

Ohi

o1.

681.

88G

eorg

ia1.

001.

25O

klah

oma

1.23

1.49

Haw

aii

†1.

74O

rego

n†

†Id

aho

1.26

1.52

Penn

sylv

ania

††

Illin

ois

††

Rho

de Is

land

1.26

1.11

Indi

ana

1.55

1.33

Sout

h C

arol

ina

†1.

45Io

wa

†1.

37So

uth

Dak

ota

1.25

2.30

Kan

sas

†1.

27Te

nnes

see

2.25

1.21

Ken

tuck

y1.

511.

23Te

xas

†1.

73Lo

uisi

ana

††

Uta

h2.

041.

36M

aine

1.73

1.89

Ver

mon

t1.

671.

59M

aryl

and

†2.

04V

irgi

nia

††

Mas

sach

uset

ts1.

081.

09W

ashi

ngto

n†

†M

ichi

gan

1.50

1.37

Wes

t Vir

gini

a2.

061.

36M

inne

sota

††

Wis

cons

in1.

181.

18M

issi

ssip

pi1.

31†

Wyo

min

g0.

990.

97M

isso

uri

2.09

1.92

† N

ot a

pplic

able

.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. The

est

imat

e fo

r th

e U

nite

d St

ates

is d

raw

n fr

om a

nat

iona

lly r

epre

sent

ativ

e sa

mpl

e of

sch

ools

and

is n

ot th

e ag

greg

ate

of p

artic

ipat

ing

stat

es. E

ach

stat

e es

timat

e is

bas

ed o

n a

sam

ple

that

is r

epre

sent

ativ

e of

that

sta

te. P

opul

atio

n si

zes

from

the

Dig

est o

f Edu

catio

n St

atis

tics,

200

5 (N

CES

200

6-03

0) fo

r st

uden

ts

in g

rade

s 9–

12 a

re 1

5,72

3,00

0 in

200

3 an

d 16

,286

,000

(pro

ject

ed) i

n 20

05.

SOU

RC

E: C

ente

rs fo

r D

isea

se C

ontr

ol a

nd P

reve

ntio

n, N

atio

nal C

ente

r fo

r C

hron

ic D

isea

se P

reve

ntio

n an

d H

ealth

Pro

mot

ion,

You

th R

isk

Beh

avio

r Su

rvei

llanc

e Sy

stem

(YR

BSS

), pr

evio

usly

un

publ

ishe

d ta

bula

tion,

200

3 an

d 20

05.

Tabl

e S9

.2.

Stan

dard

err

ors

for

the

perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d th

at d

rugs

wer

e m

ade

avai

labl

e to

the

m o

n sc

hool

pro

pert

y

duri

ng t

he p

revi

ous

12 m

onth

s, b

y st

ate:

200

3 an

d 20

05


Tabl

e S1

0.1.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

ages

12–

18 w

ho r

epor

ted

bein

g ta

rget

s of

hat

e-re

late

d w

ords

and

see

ing

hate

-rel

ated

Tabl

e S1

0.1.

—gr

affit

i at

scho

ol d

urin

g th

e pr

evio

us 6

mon

ths,

by

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: V

ario

us y

ears

, 199

9–20

05

Stud

ent o

rsc

hool

cha

ract

eris

tic19

9920

0120

0320

0519

9920

0120

0320

05

To

tal

†0.

460.

470.

500.

940.

750.

840.

80

Sex

Mal

e†

0.65

0.61

0.69

1.06

0.89

0.97

1.07

Fem

ale

†0.

520.

640.

631.

140.

921.

060.

92

Rac

e/et

hnic

ity W

hite

†0.

580.

560.

601.

200.

950.

860.

97 B

lack

†1.

081.

351.

471.

711.

521.

952.

17 H

ispa

nic

†1.

150.

961.

151.

461.

872.

241.

74 O

ther

†2.

052.

031.

962.

532.

822.

833.

16

Gra

de 6

th†

1.26

1.31

1.61

1.82

1.88

1.83

2.19

7th

†1.

131.

041.

181.

431.

361.

411.

64 8

th†

1.07

0.92

1.05

1.51

1.40

1.53

1.51

9th

†1.

001.

231.

111.

551.

551.

481.

58 1

0th

†0.

951.

121.

051.

771.

491.

671.

85 1

1th

†1.

130.

971.

181.

741.

761.

741.

74 1

2th

†0.

871.

251.

302.

041.

791.

782.

27

Urb

anic

ity U

rban

†0.

730.

830.

851.

181.

211.

271.

40 S

ubur

ban

†0.

630.

580.

511.

120.

871.

160.

99 R

ural

†1.

111.

351.

742.

602.

561.

972.

40

Sect

or P

ublic

†0.

510.

490.

540.

970.

800.

900.

85 P

riva

te†

1.13

1.11

1.18

1.85

1.34

1.75

1.87

† N

ot a

pplic

able

.N

OTE

: “A

t sch

ool”

incl

udes

the

scho

ol b

uild

ing,

on

scho

ol p

rope

rty,

on

a sc

hool

bus

, and

, fro

m 2

001

onw

ard,

goi

ng to

and

from

sch

ool.

Hat

e-re

late

d re

fers

to d

erog

ator

y te

rms

used

by

othe

rs in

ref

eren

ce to

stu

dent

s’ p

erso

nal c

hara

cter

istic

s. In

200

5, th

e un

it re

spon

se r

ate

for

this

sur

vey

did

not m

eet N

CES

sta

tistic

al s

tand

ards

; the

refo

re, i

nter

pret

the

data

with

cau

tion.

For

m

ore

info

rmat

ion,

ple

ase

see

appe

ndix

A. P

opul

atio

n si

zes

for

stud

ents

age

s 12

–18

are

24,6

14,0

00 in

199

9; 2

4,31

5,00

0 in

200

1; 2

5,68

4,00

0 in

200

3; a

nd 2

5,81

1,00

0 in

200

5.SO

UR

CE:

U.S

. Dep

artm

ent o

f Jus

tice,

Bur

eau

of Ju

stic

e St

atis

tics,

Sch

ool C

rim

e Su

pple

men

t (SC

S) to

the

Nat

iona

l Cri

me

Vic

timiz

atio

n Su

rvey

, var

ious

yea

rs, 1

999–

2005

.

Hat

e-re

late

d w

ords

Hat

e-re

late

d gr

affit

i

Tabl

e S1

0.1.

St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of

stud

ents

age

s 12

–18

who

rep

orte

d be

ing

targ

ets

of h

ate-

rela

ted

wor

ds a

nd s

eein

g ha

te-r

elat

ed

graf

fi ti

at

scho

ol d

urin

g th

e pr

evio

us 6

mon

ths,

by

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: V

ario

us y

ears

, 199

9–20

05


Tabl

e S1

0.2.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

ages

12–

18 w

ho r

epor

ted

bein

g ta

rget

s of

hat

e-re

late

d w

ords

at

scho

ol d

urin

g th

e

Tabl

e S1

0.2.

—pr

evio

us 6

mon

ths,

by

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: 2

005

Stud

ent o

rSe

xual

scho

ol c

hara

cter

istic

Tota

lR

ace

Ethn

icity

Rel

igio

nD

isab

ility

Gen

der

orie

ntat

ion

To

tal

0.50

0.31

0.26

0.19

0.11

0.21

0.16

Sex

Mal

e0.

690.

460.

380.

250.

180.

230.

23 F

emal

e0.

630.

370.

320.

310.

160.

320.

22

Rac

e/et

hnic

ity W

hite

0.60

0.34

0.20

0.26

0.14

0.30

0.19

Bla

ck1.

471.

010.

890.

340.

420.

590.

51 H

ispa

nic

1.15

0.86

0.82

0.43

†0.

320.

19 O

ther

1.96

1.56

1.19

1.10

†0.

56†

Gra

de 6

th1.

610.

950.

380.

420.

190.

600.

21 7

th1.

180.

830.

640.

480.

340.

480.

35 8

th1.

050.

640.

530.

410.

480.

490.

26 9

th1.

110.

740.

620.

550.

250.

510.

41 1

0th

1.05

0.61

0.55

0.48

0.20

0.56

0.48

11t

h1.

180.

770.

580.

450.

250.

490.

40 1

2th

1.30

0.84

0.57

0.58

0.30

0.46

0.52

Urb

anic

ity U

rban

0.85

0.59

0.62

0.35

0.27

0.38

0.32

Sub

urba

n0.

510.

300.

270.

210.

150.

220.

15 R

ural

1.74

1.35

0.61

0.76

0.27

0.79

0.49

Sect

or P

ublic

0.54

0.35

0.27

0.20

0.12

0.23

0.17

Pri

vate

1.18

0.89

0.78

0.66

†0.

63†

† N

ot a

pplic

able

.N

OTE

: “A

t sch

ool”

incl

udes

the

scho

ol b

uild

ing,

on

scho

ol p

rope

rty,

on

a sc

hool

bus

, or

goi n

g to

and

from

sch

ool.

Hat

e-re

late

d re

fers

to d

erog

ator

y te

rms

used

by

othe

rs in

ref

eren

ce to

st

uden

ts’ p

erso

nal c

hara

cter

istic

s. In

200

5, th

e un

it re

spon

se r

ate

for

this

sur

vey

did

not m

eet N

CES

sta

tistic

al s

tand

ards

; the

refo

re, i

nter

pret

the

data

with

cau

tion.

For

mor

e in

form

atio

n,

plea

se s

ee a

ppen

dix

A. P

opul

atio

n si

ze fo

r st

uden

ts a

ges

12–1

8 is

25,

811,

000

in 2

005.

SO

UR

CE:

U.S

. Dep

artm

ent o

f Jus

tice,

Bur

eau

of Ju

stic

e St

atis

tics,

Sch

ool C

rim

e Su

pple

men

t (SC

S) to

the

Nat

iona

l Cri

me

Vic

timiz

atio

n Su

rvey

, 200

5.

Hat

e-re

late

d w

ords

rel

ated

to s

tude

nt’s

cha

ract

eris

tics

Tabl

e S1

0.2.

St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of

stud

ents

age

s 12

–18

who

rep

orte

d be

ing

targ

ets

of h

ate-

rela

ted

wor

ds a

t sc

hool

dur

ing

the

prev

ious

6 m

onth

s, b

y se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: 200

5


Tabl

e S1

1.1.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

ages

12–

18 w

ho r

epor

ted

sele

cted

bul

lyin

g pr

oble

ms

at s

choo

l dur

ing

the

prev

ious

6

Tabl

e S1

1.1.

—m

onth

s, b

y se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: 200

5

Mad

e fu

n of

,Tr

ied

to m

ake

Excl

uded

from

Prop

erty

Stud

ent o

r sc

hool

calle

d na

mes

,Su

bjec

t of

Thre

aten

edPu

shed

, sho

ved,

do th

ings

did

activ

ities

dest

roye

d on

char

acte

rist

icTo

tal

or in

sulte

dru

mo r

sw

ith h

arm

trip

ped,

spi

t on

not w

ant t

o do

on p

urpo

sepu

rpos

e

To

tal

0.70

0.58

0.53

0.31

0.45

0.27

0.30

0.29

Sex

Mal

e0.

900.

730.

640.

510.

700.

390.

400.

41 F

emal

e0.

840.

790.

740.

370.

500.

320.

400.

35

Rac

e/et

hnic

ity W

hite

0.84

0.72

0.66

0.47

0.62

0.35

0.36

0.35

Bla

ck2.

211.

721.

360.

761.

141.

000.

910.

89 H

ispa

nic

1.28

1.11

1.00

0.64

0.94

0.55

0.53

0.49

Oth

er2.

061.

821.

710.

591.

190.

740.

790.

77

Gra

de 6

th1.

992.

051.

601.

181.

750.

921.

190.

91 7

th1.

721.

571.

270.

801.

250.

830.

850.

79 8

th1.

501.

301.

100.

641.

230.

710.

680.

75 9

th1.

571.

331.

230.

670.

910.

580.

630.

53 1

0th

1.43

1.14

1.19

0.82

0.78

0.64

0.63

0.64

11t

h1.

581.

321.

290.

610.

690.

590.

610.

56 1

2th

1.75

1.52

1.54

0.71

0.66

0.51

0.72

0.63

Urb

anic

ity U

rban

1.29

0.95

1.07

0.49

0.73

0.53

0.63

0.58

Sub

urba

n0.

810.

750.

640.

420.

560.

330.

370.

32 R

ural

1.96

1.76

1.32

1.10

1.23

0.74

0.88

0.87

Sect

or P

ublic

0.74

0.61

0.55

0.33

0.48

0.27

0.30

0.31

Pri

vate

2.09

1.67

1.66

0.40

1.03

0.90

1.06

0.70

NO

TE: “

At s

choo

l” in

clud

es th

e sc

hool

bui

ldin

g, o

n sc

hool

pro

pert

y, o

n a

scho

ol b

us, o

r go

ing

to a

nd fr

om s

choo

l. In

200

5, th

e un

it re

spon

se r

ate

for

this

sur

vey

did

not m

eet N

CES

st

atis

tical

sta

ndar

ds; t

here

fore

, int

erpr

et th

e da

ta w

ith c

autio

n. F

or m

ore

info

rmat

ion,

ple

ase

see

appe

ndix

A. P

opul

atio

n si

ze fo

r st

uden

ts a

ges

12–1

8 is

25,

811,

000

in 2

005.

SO

UR

CE:

U.S

. Dep

artm

ent o

f Jus

tice,

Bur

eau

of Ju

stic

e St

atis

tics,

Sch

ool C

rim

e Su

pple

men

t (SC

S) to

the

Nat

iona

l Cri

me

Vic

timiz

atio

n Su

rvey

, 200

5.

Tabl

e S1

1.1.

St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of

stud

ents

age

s 12

–18

who

rep

orte

d se

lect

ed b

ully

ing

prob

lem

s at

sch

ool d

urin

g th

e pr

evio

us 6

mon

ths,

by

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: 2

005


Tabl

e S1

1.2.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

ages

12–

18 w

ho r

epor

ted

bein

g bu

llied

at

scho

ol d

urin

g th

e pr

evio

us 6

mon

ths,

by

Tabl

e S1

1.2.

—lo

cati

on o

f bul

lyin

g, in

jury

, and

sel

ecte

d st

uden

t an

d sc

hool

cha

ract

eris

tics

: 200

5

Stud

ent o

r sc

hool

Out

side

on

Som

ewhe

reSt

uden

tsch

arac

teri

stic

Tota

l I

nsid

e sc

hool

scho

ol g

roun

ds S

choo

l bus

els

ew

ho w

ere

inju

red

To

tal

0.70

1.06

1.16

0.71

0.60

1.11

Sex

Mal

e0.

901.

481.

771.

000.

751.

81 F

emal

e0.

841.

331.

630.

970.

871.

40

Rac

e/et

hnic

ity W

hite

0.84

1.31

1.42

0.78

0.70

1.47

Bla

ck2.

213.

053.

352.

371.

403.

14 H

ispa

nic

1.28

2.73

2.77

1.58

1.42

2.84

Oth

er2.

064.

144.

783.

292.

964.

63

Gra

de 6

th1.

993.

232.

971.

791.

743.

30 7

th1.

722.

162.

441.

930.

822.

57 8

th1.

502.

522.

811.

731.

122.

63 9

th1.

572.

082.

341.

291.

322.

58 1

0th

1.43

2.72

3.05

1.52

1.48

2.99

11t

h1.

583.

343.

231.

421.

922.

33 1

2th

1.75

3.16

3.79

1.68

1.88

2.92

Urb

anic

ity U

rban

1.29

2.07

2.22

1.31

1.56

2.18

Sub

urba

n0.

811.

231.

500.

970.

621.

41 R

ural

1.96

2.87

2.42

1.64

1.06

3.07

Sect

or P

ublic

0.74

1.15

1.18

0.74

0.64

1.18

Pri

vate

2.09

4.39

4.64

†1.

703.

68

† N

ot a

pplic

able

.N

OTE

: “A

t sch

ool”

incl

udes

the

scho

ol b

uild

i ng,

on

scho

ol p

rope

rty,

on

a sc

hool

bus

, or

goin

g to

and

from

sch

ool.

In 2

005,

the

unit

resp

onse

rat

e fo

r th

is s

urve

y di

d no

t mee

t NC

ES

stat

istic

al s

tand

ards

; the

refo

re, i

nter

pret

the

data

with

cau

tion.

For

mor

e in

form

atio

n, p

lea s

e se

e ap

pend

ix A

. Pop

ulat

ion

size

for

stud

ents

age

s 12

–18

is 2

5,81

1,00

0 in

200

5.

SOU

RC

E: U

.S. D

epar

tmen

t of J

ustic

e, B

urea

u of

Just

ice

Stat

istic

s, S

choo

l Cri

me

Supp

lem

ent (

SCS)

to th

e N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey, 2

005.

Loca

tion

of b

ully

ing

Tabl

e S1

1.2.

St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of

stud

ents

age

s 12

–18

who

rep

orte

d be

ing

bulli

ed a

t sc

hool

dur

ing

the

prev

ious

6 m

onth

s, b

y

lo

cati

on o

f bu

llyin

g, in

jury

, and

sel

ecte

d st

uden

t an

d sc

hool

cha

ract

eris

tics

: 200

5


Tabl

e S1

1.3.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

ages

12–

18 w

ho r

epor

ted

sele

cted

bul

lyin

g pr

oble

ms

at s

choo

l dur

ing

the

prev

ious

6

Tabl

e S1

1.3.

—m

onth

s an

d pe

rcen

tage

dis

trib

utio

n of

the

freq

uenc

y of

bul

lyin

g re

port

s, b

y se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: 200

5

Stud

ent o

r sc

hool

Onc

e or

twic

e in

Onc

e or

twic

e a

Onc

e or

twic

eA

lmos

t eve

rych

arac

teri

stic

Tota

lth

e pa

st 6

mon

ths

mon

tha

wee

kda

y

To

tal

0.70

1.27

1.08

0.75

0.77

Sex

Mal

e0.

901.

881.

661.

121.

04 F

emal

e0.

841.

741.

631.

091.

00

Rac

e/et

hnic

ity W

hite

0.84

1.53

1.37

1.01

0.90

Bla

ck2.

213.

612.

541.

782.

33 H

ispa

nic

1.27

3.67

2.80

2.26

1.61

Oth

er2.

065.

114.

662.

921.

88

Gra

de 6

th2.

014.

093.

313.

041.

93 7

th1.

732.

942.

641.

691.

71 8

th1.

492.

922.

381.

391.

70 9

th1.

563.

012.

231.

991.

67 1

0th

1.43

3.76

2.73

1.95

1.67

11t

h1.

583.

783.

062.

111.

99 1

2th

1.75

4.41

4.00

1.84

2.53

Urb

anic

ity U

rban

1.29

2.36

2.17

1.50

1.61

Sub

urba

n0.

811.

661.

460.

980.

73 R

ural

1.96

3.47

2.17

2.40

2.94

Sect

or P

ublic

0.74

1.32

1.11

0.78

0.82

Pri

vate

2.09

5.16

5.32

3.22

†

† N

ot a

pplic

able

.N

OTE

: “A

t sch

ool”

incl

udes

the

scho

ol b

uild

ing,

on

scho

ol p

rope

rty,

on

a sc

hool

bus

, or

goin

g to

and

from

sch

ool.

In 2

005,

the

unit

resp

onse

rat

e fo

r th

is s

urve

y di

d no

t mee

t NC

ES

stat

istic

al s

tand

ards

; the

refo

re, i

nter

pret

the

data

with

cau

tion.

For

mor

e in

form

atio

n, p

leas

e se

e ap

pend

ix A

. Pop

ulat

ion

size

for

stud

ents

age

s 12

–18

is 2

5,81

1,00

0 in

200

5.

SOU

RC

E: U

.S. D

epar

tmen

t of J

ustic

e, B

urea

u of

Just

ice

Stat

istic

s, S

choo

l Cri

me

Supp

lem

ent (

SCS)

to th

e N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey, 2

005.

Dis

trib

utio

n of

the

freq

uenc

y of

bul

lyin

g re

port

s

Tabl

e S1

1.3.

St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of

stud

ents

age

s 12

–18

who

rep

orte

d se

lect

ed b

ully

ing

prob

lem

s at

sch

ool d

urin

g th

e pr

evio

us 6

mon

ths

and

perc

enta

ge d

istr

ibut

ion

of t

he f

requ

ency

of

bully

ing

repo

rts,

by

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: 2

005


Tabl

e S1

2.1.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

in g

rade

s 9–

12 w

ho r

epor

ted

havi

ng b

een

in a

phy

sica

l fig

ht d

urin

g th

e pr

evio

us 1

2

Tabl

e S1

2.1.

—m

onth

s, b

y lo

cati

on a

nd s

elec

ted

stud

ent

and

scho

ol c

hara

cter

isti

cs: V

ario

us y

ears

, 199

3–20

05

Stud

ent o

r sc

hool

char

acte

rist

ic19

9319

9519

9719

9920

0120

0320

0519

9319

9519

9719

9920

0120

0320

05

To

tal

0.99

1.14

1.01

1.17

0.71

0.99

0.77

0.59

0.79

0.64

0.62

0.49

0.76

0.56

Sex

Mal

e1.

051.

091.

071.

270.

841.

321.

010.

710.

901.

040.

660.

740.

920.

93 F

emal

e1.

191.

491.

261.

700.

950.

850.

940.

731.

030.

780.

950.

470.

700.

52

Rac

e/et

hnic

ity W

hite

1.13

1.06

1.29

1.45

0.95

1.11

0.88

0.68

0.62

0.84

0.86

0.60

0.73

0.66

Bla

ck1.

821.

991.

923.

121.

601.

231.

741.

391.

251.

201.

511.

261.

301.

39 H

ispa

nic

1.58

2.69

1.68

1.65

0.91

0.98

1.64

1.75

1.68

1.50

0.91

0.89

1.14

1.62

Asi

an†

††

2.71

2.73

2.99

2.43

††

†0.

951.

922.

261.

53 A

mer

ican

Indi

an4.

796.

445.

756.

786.

586.

533.

402.

745.

585.

555.

234.

415.

033.

16 P

acifi

c Is

land

er†

††

3.42

6.25

5.21

5.58

††

†4.

607.

634.

825.

60 M

ore

than

one

rac

e†

††

2.76

2.85

3.64

4.16

††

†2.

401.

973.

832.

61

Gra

de 9

th1.

542.

221.

981.

961.

271.

381.

151.

551.

791.

291.

020.

771.

240.

93 1

0th

1.45

1.49

1.91

2.11

1.37

1.20

1.09

1.07

1.57

1.67

1.23

0.88

0.89

1.08

11t

h1.

521.

481.

721.

551.

101.

381.

441.

271.

000.

871.

010.

710.

890.

75 1

2th

1.56

1.71

1.36

1.91

1.01

1.08

1.26

0.66

0.73

0.73

1.00

0.56

0.70

0.70

Urb

anic

ity U

rban

††

2.00

2.66

1.53

2.17

††

†1.

501.

080.

901.

31†

Sub

urba

n†

†1.

591.

560.

801.

23†

††

0.95

0.86

0.75

1.23

† R

ural

††

2.91

2.14

2.58

1.61

††

†2.

092.

331.

101.

36†

† N

ot a

pplic

able

.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. The

term

“an

ywhe

re”

is n

ot u

sed

in th

e Y

RB

S qu

estio

nnai

re; s

tude

nts

are

sim

ply

aske

d ho

w m

any

times

in th

e la

st 1

2m

onth

s th

e y h

ave

been

in a

phy

sica

l fig

ht. P

opul

atio

n si

zes

from

the

Dig

est o

f Edu

catio

n St

atis

tics,

200

5 an

d 20

02 (N

CES

200

6-03

0 an

d 20

03-0

60) f

or s

tude

nts

in g

rade

s 9–

12 a

re

13,0

93,0

00 s

tude

nts

in 1

993;

13,

697,

000

in 1

995;

14,

272,

000

in 1

997;

14,

623,

000

in 1

999;

15,

061,

000

in 2

001;

15,

723,

000

in 2

003;

and

16,

286,

000

(pro

ject

ed) i

n 20

05.

SOU

RC

E: C

ente

rs fo

r D

isea

se C

ontr

ol a

nd P

reve

ntio

n, N

atio

nal C

ente

r fo

r C

hron

ic D

isea

se P

reve

ntio

n an

d H

ealth

Pro

mot

ion,

You

th R

isk

Beh

avio

r Su

rvei

llanc

e Sy

stem

(YR

BSS

), va

riou

s ye

ars,

199

3–20

05.

Any

whe

reO

n sc

hool

pro

pert

y

Tabl

e S1

2.1.

St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of

stud

ents

in g

rade

s 9–

12 w

ho r

epor

ted

havi

ng b

een

in a

phy

sica

l fi g

ht d

urin

g th

e pr

evio

us 1

2 m

onth

s,

by

loca

tion

and

sel

ecte

d st

uden

t an

d sc

hool

cha

ract

eris

tics

: Var

ious

yea

rs, 1

993–

2005


Tabl

e S1

2.2.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

in g

rade

s 9–

12 w

ho r

epor

ted

havi

ng b

een

in a

phy

sica

l fig

ht d

urin

g th

e pr

evio

us 1

2

Tabl

e S1

2.2.

—m

onth

s, b

y lo

cati

on a

nd s

tate

: 200

3 an

d 20

05

Stat

e20

0320

0520

0320

05St

ate

2003

2005

2003

2005

Uni

ted

Stat

es0.

990.

770.

760.

56

Ala

bam

a1.

781.

841.

211.

29M

onta

na1.

161.

190.

680.

67A

lask

a1.

55†

0.92

†N

ebra

ska

1.14

1.02

0.81

0.60

Ari

zona

1.98

1.43

0.92

0.87

Nev

ada

1.56

1.78

1.01

1.32

Ark

ansa

s†

1.67

†1.

33N

ew H

amps

hire

1.84

1.84

1.20

1.06

Cal

iforn

ia†

††

†N

ew Je

rsey

†2.

19†

1.31

Col

orad

o†

1.54

†0.

89N

ew M

exic

o†

1.47

†1.

19C

onne

ctic

ut†

1.45

†0.

72N

ew Y

ork

0.82

1.07

0.73

0.74

Del

awar

e1.

151.

380.

700.

82N

orth

Car

olin

a1.

411.

411.

000.

85D

istr

ict o

f Col

umbi

a1.

611.

261.

070.

88N

orth

Dak

ota

1.60

†0.

961.

13Fl

orid

a0.

740.

950.

650.

77O

hio

2.83

1.95

1.67

1.17

Geo

rgia

1.20

1.40

0.74

1.01

Okl

ahom

a2.

611.

631.

151.

13H

awai

i†

1.37

†1.

01O

rego

n†

††

†Id

aho

2.00

1.38

1.20

1.14

Penn

sylv

ania

††

††

Illin

ois

††

††

Rho

de Is

land

1.59

1.34

1.18

0.80

Indi

ana

2.01

1.51

1.14

0.98

Sout

h C

arol

ina

†1.

68†

1.19

Iow

a†

1.61

†1.

12So

uth

Dak

ota

2.72

2.86

1.12

1.56

Kan

sas

†1.

51†

0.92

Tenn

esse

e1.

941.

661.

331.

00K

entu

cky

1.66

1.17

1.05

0.81

Texa

s†

1.57

†0.

94Lo

uisi

ana

††

††

Uta

h2.

741.

841.

801.

57M

aine

1.39

1.11

1.01

1.03

Ver

mon

t0.

921.

360.

710.

98M

aryl

and

†1.

83†

1.33

Vir

gini

a†

††

†M

assa

chus

etts

1.05

1.33

0.67

0.67

Was

hing

ton

††

††

Mic

higa

n1.

512.

031.

021.

11W

est V

irgi

nia

1.62

1.88

1.39

1.41

Min

neso

ta†

††

†W

isco

nsin

1.68

1.51

0.92

1.03

Mis

siss

ippi

1.66

†1.

26†

Wyo

min

g1.

231.

080.

930.

72M

isso

uri

2.07

2.12

0.95

1.31

† N

ot a

pplic

able

.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. The

term

“an

ywhe

re”

is n

ot u

sed

in th

e Y

RB

S qu

estio

nnai

re; s

tude

nts

are

sim

ply

aske

d ho

w m

any

times

in th

e la

st 1

2 m

onth

s th

ey h

ad b

een

in a

phy

sica

l fig

ht. T

he e

stim

ate

for

the

Uni

ted

Stat

es is

dra

wn

from

a n

atio

nally

rep

rese

ntat

ive

sam

ple

of s

choo

ls a

nd is

not

the

aggr

egat

e of

par

ticip

atin

g st

ates

. Eac

h st

ate

estim

ate

is b

ased

on

a sa

mpl

e th

at is

rep

rese

ntat

ive

of th

at s

tate

. Pop

ulat

ion

size

s fr

om th

e D

iges

t of E

duca

tion

Stat

istic

s, 2

005

(NC

ES 2

006-

030)

for

stud

ents

in g

rade

s 9–

12 a

re

15,7

23,0

00 in

200

3 an

d 16

,286

,000

(pro

ject

ed) i

n 20

05.

SOU

RC

E: C

ente

rs fo

r D

isea

se C

ontr

ol a

nd P

reve

ntio

n, N

atio

nal C

ente

r fo

r C

hron

ic D

isea

se P

reve

ntio

n an

d H

ealth

Pro

mot

ion,

You

th R

isk

Beh

avio

r Su

rvei

llanc

e Sy

stem

(YR

BSS

), pr

evio

usly

un

publ

ishe

d ta

bula

tion,

200

3 an

d 20

05.

Any

whe

reO

n sc

hool

pro

pert

yO

n sc

hool

pro

pert

yA

nyw

here

Tabl

e S1

2.2.

St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of

stud

ents

in g

rade

s 9–

12 w

ho r

epor

ted

havi

ng b

een

in a

phy

sica

l fi g

ht d

urin

g th

e pr

evio

us 1

2 m

onth

s,

by lo

cati

on a

nd s

tate

: 200

3 an

d 20

05


Tabl

e S1

3.1.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

in g

rade

s 9–

12 w

ho r

epor

ted

carr

ying

a w

eapo

n at

leas

t 1

day

duri

ng t

he p

revi

ous

30

Tabl

e S1

3.1.

—da

ys, b

y lo

cati

on a

nd s

elec

ted

stud

ent

and

scho

ol c

hara

cter

isti

cs: V

ario

us y

ears

, 199

3–20

05

Stud

ent o

r sc

hool

char

acte

rist

ic19

9319

9519

9719

9920

0120

0320

0519

9319

9519

9719

9920

0120

0320

05

To

tal

1.18

0.66

0.91

0.97

0.99

0.90

0.80

0.73

0.45

0.79

0.60

0.52

0.57

0.46

Sex

Mal

e1.

681.

031.

571.

711.

671.

311.

350.

960.

761.

501.

070.

880.

740.

83 F

emal

e0.

850.

720.

540.

560.

410.

600.

430.

650.

530.

370.

380.

270.

500.

30

Rac

e/et

hnic

ity W

hite

1.43

0.93

1.29

1.36

1.30

0.95

1.13

0.86

0.65

1.16

0.87

0.62

0.57

0.66

Bla

ck1.

242.

031.

992.

681.

231.

770.

810.

851.

130.

980.

500.

920.

960.

66 H

ispa

nic

1.35

1.87

1.44

1.35

0.78

1.31

1.10

1.09

1.63

0.99

0.73

0.53

0.56

0.91

Asi

an†

††

2.01

2.10

2.67

1.70

††

†1.

442.

052.

441.

24 A

mer

ican

Indi

an8.

085.

693.

655.

685.

524.

583.

795.

704.

353.

685.

134.

023.

401.

60 P

acifi

c Is

land

er†

††

5.02

4.35

6.37

6.52

††

†2.

663.

052.

056.

10 M

ore

than

one

rac

e†

††

3.34

3.41

5.03

3.11

††

†2.

763.

614.

102.

99

Gra

de 9

th1.

421.

241.

341.

581.

441.

811.

210.

730.

760.

901.

070.

661.

130.

75 1

0th

1.11

0.94

1.33

1.31

1.11

1.14

1.19

0.97

0.78

0.99

0.83

0.60

0.53

0.70

11t

h1.

661.

401.

691.

311.

261.

211.

131.

410.

941.

330.

600.

740.

800.

71 1

2th

1.46

0.93

1.65

1.44

1.28

1.06

0.95

0.83

0.68

0.91

0.78

0.71

0.64

0.64

Urb

anic

ity U

rban

††

1.34

0.85

0.99

1.32

††

†0.

671.

090.

670.

81†

Sub

urba

n†

†1.

021.

341.

391.

36†

††

0.68

0.74

0.68

1.01

† R

ural

††

2.12

2.19

1.86

1.91

††

†2.

191.

611.

480.

67†

† N

ot a

pplic

able

.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. The

term

“an

ywhe

re”

is n

ot u

sed

in th

e Y

RB

S qu

estio

nnai

re; s

tude

nts

are

sim

ply

aske

d ho

w m

any

days

they

car

ried

a

wea

pon

duri

ng th

e pa

st 3

0 da

ys. P

opul

atio

n si

zes

from

the

Dig

est o

f Edu

catio

n St

atis

tics,

200

5 an

d 20

02 (N

CES

200

6-03

0 an

d 20

03-0

60) f

or s

tude

nts

in g

rade

s 9–

12 a

re 1

3,09

3,00

0 st

uden

tsin

199

3; 1

3,69

7,00

0 in

199

5; 1

4,27

2,00

0 in

199

7; 1

4,62

3,00

0 in

199

9; 1

5,06

1,00

0 in

200

1; 1

5,72

3,00

0 in

200

3; a

nd 1

6,28

6,00

0 (p

roje

cted

) in

2005

.SO

UR

CE:

Cen

ters

for

Dis

ease

Con

trol

and

Pre

vent

ion,

Nat

iona

l Cen

ter

for

Chr

onic

Dis

ease

Pre

vent

ion

and

Hea

lth P

rom

otio

n, Y

outh

Ris

k B

ehav

ior

Surv

eilla

nce

Syst

em (Y

RB

SS),

vari

ous

year

s, 1

993–

2005

.

Any

whe

reO

n sc

hool

pro

pert

y

Tabl

e S1

3.1.

St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of

stud

ents

in g

rade

s 9–

12 w

ho r

epor

ted

carr

ying

a w

eapo

n at

leas

t 1

day

duri

ng t

he p

revi

ous

30 d

ays,

by lo

cati

on a

nd s

elec

ted

stud

ent

and

scho

ol c

hara

cter

isti

cs: V

ario

us y

ears

, 199

3–20

05


Tabl

e S1

3.2.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

in g

rade

s 9–

12 w

ho r

epor

ted

carr

ying

a w

eapo

n at

leas

t 1

day

duri

ng t

he p

revi

ous

30

Tabl

e S1

3.2.

—da

ys, b

y lo

cati

on a

nd s

tate

: 200

3 an

d 20

05

Stat

e20

0320

0520

0320

05St

ate

2003

2005

2003

2005

Uni

ted

Stat

es0.

900.

800.

570.

46

Ala

bam

a1.

441.

731.

351.

45M

onta

na0.

881.

200.

560.

90A

lask

a1.

14†

0.81

†N

ebra

ska

1.06

0.89

0.53

0.48

Ari

zona

0.87

0.84

0.72

0.53

Nev

ada

1.09

1.32

0.67

0.91

Ark

ansa

s†

1.15

†1.

10N

ew H

amps

hire

1.59

1.26

1.00

0.94

Cal

iforn

ia†

††

†N

ew Je

rsey

†0.

96†

0.53

Col

orad

o†

1.57

†0.

81N

ew M

exic

o†

1.44

†0.

29C

onne

ctic

ut†

1.30

†0.

83N

ew Y

ork

1.01

0.74

0.51

0.43

Del

awar

e0.

881.

040.

470.

54N

orth

Car

olin

a1.

491.

350.

790.

77D

istr

ict o

f Col

umbi

a1.

401.

110.

960.

60N

orth

Dak

ota

††

0.98

0.74

Flor

ida

0.76

0.68

0.38

0.41

Ohi

o1.

401.

270.

750.

64G

eorg

ia1.

171.

990.

521.

50O

klah

oma

1.72

1.38

1.01

0.77

Haw

aii

†1.

03†

0.72

Ore

gon

††

††

Idah

o†

1.45

0.90

†Pe

nnsy

lvan

ia†

††

†Ill

inoi

s†

††

†R

hode

Isla

nd1.

010.

900.

850.

41In

dian

a1.

931.

250.

910.

71So

uth

Car

olin

a†

1.42

†0.

82Io

wa

†1.

49†

0.70

Sout

h D

akot

a†

†0.

730.

72K

ansa

s†

1.37

†0.

85Te

nnes

see

2.06

1.58

0.80

0.92

Ken

tuck

y1.

201.

490.

860.

72Te

xas

†0.

93†

0.63

Loui

sian

a†

††

†U

tah

1.80

1.70

1.24

1.03

Mai

ne1.

202.

000.

911.

03V

erm

ont

††

0.31

0.90

Mar

ylan

d†

1.59

†0.

88V

irgi

nia

††

††

Mas

sach

uset

ts0.

890.

880.

500.

59W

ashi

ngto

n†

††

†M

ichi

gan

0.89

1.49

0.66

0.54

Wes

t Vir

gini

a1.

371.

321.

251.

00M

inne

sota

††

††

Wis

cons

in0.

811.

190.

430.

54M

issi

ssip

pi1.

78†

0.78

†W

yom

ing

1.49

1.17

0.91

0.71

Mis

sour

i1.

871.

791.

040.

99

† N

ot a

pplic

able

.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. The

term

“an

ywhe

re”

is n

ot u

sed

in th

e Y

RB

S qu

estio

nnai

re; s

tude

nts

are

sim

ply

aske

d ho

w m

any

days

they

car

ried

a

wea

pon

duri

ng th

e pa

st 3

0 da

ys. T

he e

stim

ate

for

the

Uni

ted

Stat

es is

dra

wn

from

a n

atio

nally

rep

rese

ntat

ive

sam

ple

of s

choo

ls a

nd is

not

the

aggr

egat

e of

par

ticip

atin

g st

ates

. Eac

h st

ate

estim

ate

is b

ased

on

a sa

mpl

e th

at is

rep

rese

ntat

ive

of th

at s

tate

. Pop

ulat

ion

size

s fr

om th

e D

iges

t of E

duca

tion

Stat

istic

s, 2

005

(NC

ES 2

006-

030)

for

stud

ents

in g

rade

s 9–

12 a

re 1

5,72

3,00

0 in

2003

and

16,

286,

000

(pro

ject

ed) i

n 20

05.

SOU

RC

E: C

ente

rs fo

r D

isea

se C

ontr

ol a

nd P

reve

ntio

n, N

atio

nal C

ente

r fo

r C

hron

ic D

isea

se P

reve

ntio

n an

d H

ealth

Pro

mot

ion,

You

th R

isk

Beh

avio

r Su

rvei

llanc

e Sy

stem

(YR

BSS

), pr

evio

usly

un

publ

ishe

d ta

bula

tion,

200

3 an

d 20

05.

Any

whe

reO

n sc

hool

pro

pert

yA

nyw

here

On

scho

ol p

rope

rty

Tabl

e S1

3.2.

St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of

stud

ents

in g

rade

s 9–

12 w

ho r

epor

ted

carr

ying

a w

eapo

n at

leas

t 1

day

duri

ng t

he p

revi

ous

30 d

ays,

by

loca

tion

and

sta

te: 2

003

and

2005


Tabl

e S1

4.1.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

in g

rade

s 9–

12 w

ho r

epor

ted

usin

g al

coho

l dur

ing

the

prev

ious

30

days

, by

loca

tion

Tabl

e S1

4.1.

—an

d se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: Var

ious

yea

rs, 1

993–

2005

Stud

ent o

r sc

hool

char

acte

rist

ic19

9319

9519

9719

9920

0120

0320

0519

9319

9519

9719

9920

0120

0320

05

To

tal

1.06

1.19

1.43

1.30

1.11

1.21

1.38

0.39

0.45

0.34

0.39

0.28

0.46

0.30

Sex

Mal

e1.

231.

331.

221.

471.

421.

311.

400.

390.

500.

660.

540.

430.

610.

39 F

emal

e1.

321.

791.

991.

451.

111.

291.

560.

540.

700.

370.

390.

390.

410.

32

Rac

e/et

hnic

ity W

hite

1.26

1.77

1.51

1.62

1.12

1.51

1.84

0.44

0.62

0.42

0.55

0.26

0.45

0.38

Bla

ck1.

822.

241.

464.

072.

331.

671.

050.

980.

870.

720.

520.

650.

800.

45 H

ispa

nic

2.82

2.56

1.96

2.41

1.52

1.39

1.39

0.84

1.73

0.96

0.88

0.71

1.08

1.04

Asi

an†

††

2.24

3.22

3.47

1.98

††

†0.

421.

421.

550.

62 A

mer

ican

Indi

an7.

187.

183.

796.

433.

975.

294.

133.

063.

304.

15†

1.69

2.61

2.05

Pac

ific

Isla

nder

††

†5.

118.

547.

048.

43†

††

1.59

3.50

3.29

† M

ore

than

one

rac

e†

††

3.98

4.11

3.59

3.59

††

†1.

092.

362.

931.

02

Gra

de 9

th1.

791.

873.

122.

171.

821.

431.

230.

380.

900.

830.

600.

470.

690.

48 1

0th

2.00

2.38

2.19

1.89

1.29

1.66

1.95

0.43

0.88

0.71

0.67

0.45

0.60

0.45

11t

h1.

731.

511.

491.

981.

702.

081.

980.

800.

860.

860.

570.

450.

570.

47 1

2th

1.35

1.64

2.50

2.25

1.53

1.65

2.12

0.64

0.58

0.66

0.89

0.44

0.68

0.57

Urb

anic

ity U

rban

††

2.07

2.75

1.97

1.48

††

†0.

850.

600.

610.

94†

Sub

urba

n†

†2.

111.

321.

262.

10†

††

0.43

0.61

0.37

0.54

† R

ural

††

5.36

4.51

1.91

2.35

††

†0.

550.

670.

830.

49†

† N

ot a

pplic

able

.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. The

term

“an

ywhe

re”

is n

ot u

sed

in th

e Y

RB

S qu

estio

nnai

re; s

tude

nts

are

sim

ply

aske

d ho

w m

any

days

did

they

hav

e at

leas

t one

dri

nk o

f alc

ohol

dur

ing

the

past

30

days

. Pop

ulat

ion

size

s fr

om th

e D

iges

t of E

duca

tion

Stat

istic

s, 2

005

and

2002

(NC

ES 2

006-

030

and

2003

-060

) for

stu

dent

s in

gra

des

9–12

are

13

,093

,000

stu

dent

s in

199

3; 1

3,69

7,00

0 in

199

5; 1

4,27

2,00

0 in

199

7; 1

4,62

3,00

0 in

199

9; 1

5,06

1,00

0 in

200

1; 1

5,72

3,00

0 in

200

3; a

nd 1

6,28

6,00

0 (p

roje

cted

) in

2005

.SO

UR

CE:

Cen

ters

for

Dis

ease

Con

trol

and

Pre

vent

ion,

Nat

iona

l Cen

ter

for

Chr

onic

Dis

ease

Pre

vent

ion

and

Hea

lth P

rom

otio

n, Y

outh

Ris

k B

ehav

ior

Surv

eilla

nce

Syst

em (Y

RB

SS),

vari

ous

year

s, 1

993–

2005

.

Any

whe

reO

n sc

hool

pro

pert

y

Tabl

e S1

4.1.

St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of

stud

ents

in g

rade

s 9–

12 w

ho r

epor

ted

usin

g al

coho

l dur

ing

the

prev

ious

30

days

, by

loca

tion

and

se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: Var

ious

yea

rs, 1

993–

2005


Tabl

e S1

4.2.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

in g

rade

s 9–

12 w

ho r

epor

ted

usin

g al

coho

l dur

ing

the

prev

ious

30

days

, by

loca

tion

and

Tabl

e S1

4.2.

—st

ate:

200

3 an

d 20

05

Stat

e20

0320

0520

0320

05St

ate

2003

2005

2003

2005

Uni

ted

Stat

es1.

211.

380.

460.

30

Ala

bam

a2.

042.

550.

820.

59M

onta

na1.

681.

500.

700.

73A

lask

a2.

05†

0.81

†N

ebra

ska

1.29

1.27

0.61

0.42

Ari

zona

2.11

1.73

0.73

0.88

Nev

ada

1.51

1.73

0.74

0.93

Ark

ansa

s†

1.99

†0.

62N

ew H

amps

hire

2.70

2.31

0.79

†C

alifo

rnia

††

††

New

Jers

ey†

2.66

†0.

42C

olor

ado

†4.

42†

1.08

New

Mex

ico

†1.

93†

0.87

Con

nect

icut

†2.

16†

0.71

New

Yor

k1.

531.

470.

390.

45D

elaw

are

1.30

1.16

0.44

0.66

Nor

th C

arol

ina

2.68

2.16

0.47

0.74

Dis

tric

t of C

olum

bia

1.72

1.40

0.64

0.55

Nor

th D

akot

a1.

741.

890.

790.

52Fl

orid

a1.

101.

430.

360.

30O

hio

2.40

1.96

0.69

0.59

Geo

rgia

1.41

2.12

0.55

0.67

Okl

ahom

a1.

411.

620.

640.

49H

awai

i†

2.05

†0.

93O

rego

n†

††

†Id

aho

2.44

2.62

0.56

0.69

Penn

sylv

ania

††

††

Illin

ois

††

††

Rho

de Is

land

1.92

1.15

0.73

0.66

Indi

ana

1.57

2.12

0.57

0.64

Sout

h C

arol

ina

†1.

64†

0.96

Iow

a†

2.56

†0.

89So

uth

Dak

ota

2.58

2.12

1.13

0.70

Kan

sas

†1.

74†

0.74

Tenn

esse

e2.

041.

900.

480.

66K

entu

cky

1.87

1.77

0.69

0.37

Texa

s†

1.93

†0.

56Lo

uisi

ana

††

††

Uta

h2.

191.

920.

740.

39M

aine

1.78

2.15

0.48

0.44

Ver

mon

t1.

481.

530.

600.

54M

aryl

and

†2.

17†

0.42

Vir

gini

a†

††

†M

assa

chus

etts

1.19

1.36

0.50

0.32

Was

hing

ton

††

††

Mic

higa

n1.

401.

730.

330.

46W

est V

irgi

nia

1.81

1.41

0.84

1.08

Min

neso

ta†

††

†W

isco

nsin

1.63

1.51

††

Mis

siss

ippi

1.74

†0.

70†

Wyo

min

g2.

161.

470.

750.

56M

isso

uri

2.16

2.04

0.58

0.57

† N

ot a

pplic

able

.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. The

term

“an

ywhe

re”

is n

ot u

sed

in th

e Y

RB

S qu

estio

nnai

re; s

tude

nts

are

sim

ply

aske

d ho

w m

any

days

did

they

hav

eat

leas

t one

dri

nk o

f alc

ohol

dur

ing

the

past

30

days

. The

est

imat

e fo

r th

e U

nite

d St

ates

is d

raw

n fr

om a

nat

iona

lly r

epre

sent

ativ

e sa

mpl

e of

sch

ools

and

is n

ot th

e ag

greg

ate

of p

artic

ipat

ing

stat

es. E

ach

stat

e es

timat

e is

bas

ed o

n a

sam

ple

that

is r

epre

sent

ativ

e of

that

sta

te. P

opul

atio

n si

zes

from

the

Dig

est o

f Edu

catio

n St

atis

tics,

200

5 (N

CES

200

6-03

0) fo

r st

uden

ts in

gra

des

9–12

ar

e 15

,723

,000

in 2

003

and

16,2

86,0

00 (p

roje

cted

) in

2005

.SO

UR

CE:

Cen

ters

for

Dis

ease

Con

trol

and

Pre

vent

ion,

Nat

iona

l Cen

ter

for

Chr

onic

Dis

ease

Pre

vent

ion

and

Hea

lth P

rom

otio

n, Y

outh

Ris

k B

ehav

ior

Surv

eilla

nce

Syst

em (Y

RB

SS),

prev

ious

ly

unpu

blis

hed

tabu

latio

n, 2

003

and

2005

.

Any

whe

reO

n sc

hool

pro

pert

yA

nyw

here

On

scho

ol p

rope

rty

Tabl

e S1

4.2.

St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of

stud

ents

in g

rade

s 9–

12 w

ho r

epor

ted

usin

g al

coho

l dur

ing

the

prev

ious

30

days

, by

loca

tion

and

st

ate:

200

3 an

d 20

05


Tabl

e S1

5.1.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

in g

rade

s 9–

12 w

ho r

epor

ted

usin

g m

ariju

ana

duri

ng t

he p

revi

ous

30 d

ays,

by

loca

tion

Tabl

e S1

5.1.

—an

d se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: Var

ious

yea

rs, 1

993–

2005

Stud

ent o

r sc

hool

char

acte

rist

ic19

9319

9519

9719

9920

0120

0320

0519

9319

9519

9719

9920

0120

0320

05

To

tal

1.22

1.03

1.11

1.30

0.77

1.09

0.84

0.65

0.59

0.52

0.73

0.37

0.68

0.32

Sex

Mal

e1.

611.

081.

461.

920.

811.

250.

980.

830.

850.

681.

300.

540.

880.

44 F

emal

e1.

021.

441.

040.

960.

870.

960.

990.

480.

720.

560.

400.

280.

480.

31

Rac

e/et

hnic

ity W

hite

1.41

1.49

1.56

1.59

1.04

1.20

1.11

0.72

0.62

0.69

0.84

0.45

0.66

0.41

Bla

ck1.

842.

621.

673.

492.

121.

581.

111.

231.

881.

071.

100.

600.

890.

65 H

ispa

nic

1.33

2.92

2.06

2.29

0.81

1.16

1.22

1.10

2.20

1.03

1.21

0.58

0.72

0.76

Asi

an†

††

2.04

2.12

2.21

1.64

††

†0.

711.

561.

38†

Am

eric

an In

dian

4.77

5.72

4.31

6.55

5.48

5.29

4.36

†3.

395.

56†

6.55

4.42

1.85

Pac

ific

Isla

nder

††

†4.

114.

076.

473.

87†

††

3.21

2.46

3.17

† M

ore

than

one

rac

e†

††

4.00

3.22

5.57

2.43

††

†1.

811.

245.

490.

91

Gra

de 9

th1.

101.

831.

951.

841.

251.

521.

160.

401.

380.

900.

970.

621.

030.

59 1

0th

1.79

1.89

1.29

2.21

1.12

1.47

1.27

0.94

0.87

0.73

1.14

0.51

0.70

0.54

11t

h1.

771.

351.

812.

471.

331.

561.

241.

070.

621.

170.

720.

480.

710.

49 1

2th

1.40

2.35

2.09

2.81

1.77

1.19

1.23

0.78

1.15

0.61

1.14

0.71

0.75

0.45

Urb

anic

ity U

rban

††

1.50

2.32

1.23

1.65

††

†1.

111.

030.

561.

05†

Sub

urba

n†

†1.

051.

600.

961.

90†

††

0.67

1.03

0.46

1.03

† R

ural

††

3.23

4.36

2.49

2.80

††

†2.

021.

570.

930.

64†

† N

ot a

pplic

able

.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. The

term

“an

ywhe

re”

is n

ot u

sed

in th

e Y

RB

S qu

estio

nnai

re; s

tude

nts

are

sim

ply

aske

d ho

w m

any

times

dur

ing

the

past

30

days

they

use

d m

ariju

ana.

Pop

ulat

ion

size

s fr

om th

e D

iges

t of E

duca

tion

Stat

istic

s, 2

005

and

2002

(NC

ES 2

006-

030

and

2003

-060

) for

stu

dent

s in

gra

des

9–12

are

13,

093,

000

stud

ents

in 1

993;

13,

697,

000

in 1

995;

14,

272,

000

in 1

997;

14,

623,

000

in 1

999;

15,

061,

000

in 2

001;

15,

723,

000

in 2

003;

and

16,

286,

000

( pro

ject

ed) i

n 20

05.

SOU

RC

E: C

ente

rs fo

r D

isea

se C

ontr

ol a

nd P

reve

ntio

n, N

atio

nal C

ente

r fo

r C

hron

ic D

isea

se P

reve

ntio

n an

d H

ealth

Pro

mot

ion,

You

th R

isk

Beh

avio

r Su

rvei

llanc

e Sy

stem

(YR

BSS

), va

riou

s ye

ars,

199

3–20

05.

Any

whe

reO

n sc

hool

pro

pert

y

Tabl

e S1

5.1

Stan

dard

err

ors

for

the

perc

enta

ge o

f st

uden

ts in

gra

des

9–12

who

rep

orte

d us

ing

mar

ijuan

a du

ring

the

pre

viou

s 30

day

s, b

y lo

cati

on

and

sele

cted

stu

dent

and

sch

ool c

hara

cter

isti

cs: V

ario

us y

ears

, 199

3–20

05


Tabl

e S1

5.2.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

in g

rade

s 9–

12 w

ho r

epor

ted

usin

g m

ariju

ana

duri

ng t

he p

revi

ous

30 d

ays,

by

loca

tion

Tabl

e S1

5.2.

—an

d st

ate:

200

3 an

d 20

05

Stat

e20

0320

0520

0320

05St

ate

2003

2005

2003

2005

Uni

ted

Stat

es1.

090.

840.

680.

32

Ala

bam

a1.

381.

490.

540.

80M

onta

na1.

451.

430.

700.

70A

lask

a1.

29†

0.80

†N

ebra

ska

1.23

1.05

0.51

0.41

Ari

zona

1.16

1.08

0.55

0.63

Nev

ada

1.31

1.34

0.69

0.81

Ark

ansa

s†

1.70

†0.

61N

ew H

amps

hire

2.51

1.69

0.86

†C

alifo

rnia

††

††

New

Jers

ey†

2.18

†0.

67C

olor

ado

†2.

99†

0.88

New

Mex

ico

†2.

00†

0.98

Con

nect

icut

†1.

37†

0.49

New

Yor

k1.

051.

130.

410.

41D

elaw

are

1.13

1.12

0.54

0.58

Nor

th C

arol

ina

1.99

1.61

0.71

0.65

Dis

tric

t of C

olum

bia

1.23

1.08

0.88

0.62

Nor

th D

akot

a1.

581.

620.

980.

71Fl

orid

a0.

890.

860.

410.

31O

hio

2.33

1.79

0.96

0.62

Geo

rgia

0.94

1.59

0.45

0.58

Okl

ahom

a2.

201.

120.

700.

38H

awai

i†

1.73

†1.

14O

rego

n†

††

†Id

aho

1.56

1.33

0.55

0.61

Penn

sylv

ania

††

††

Illin

ois

††

††

Rho

de Is

land

1.11

1.16

0.70

0.65

Indi

ana

1.19

1.38

0.67

0.57

Sout

h C

arol

ina

†1.

25†

0.64

Iow

a†

1.74

†0.

64So

uth

Dak

ota

3.35

1.87

1.50

0.73

Kan

sas

†1.

46†

0.51

Tenn

esse

e2.

101.

380.

860.

67K

entu

cky

1.09

1.19

0.55

0.45

Texa

s†

0.99

†0.

52Lo

uisi

ana

††

††

Uta

h1.

281.

180.

590.

42M

aine

1.69

2.13

0.76

0.72

Ver

mon

t1.

581.

590.

440.

81M

aryl

and

†2.

25†

0.82

Vir

gini

a†

††

†M

assa

chus

etts

1.39

1.22

0.44

0.54

Was

hing

ton

††

††

Mic

higa

n1.

961.

291.

200.

50W

est V

irgi

nia

2.13

1.70

0.72

0.85

Min

neso

ta†

††

†W

isco

nsin

1.18

1.07

††

Mis

siss

ippi

1.57

†0.

90†

Wyo

min

g1.

561.

050.

660.

43M

isso

uri

1.37

2.23

0.58

0.82

† N

ot a

pplic

able

.N

OTE

: “O

n sc

hool

pro

pert

y” w

as n

ot d

efin

ed fo

r su

rvey

res

pond

ents

. The

term

“an

ywhe

re”

is n

ot u

sed

in th

e Y

RB

S qu

estio

nnai

re; s

tude

nts

are

sim

ply

aske

d ho

w m

any

times

dur

ing

the

past

30

days

they

use

d m

ariju

ana.

The

est

imat

e fo

r th

e U

nite

d St

ates

is d

raw

n fr

om a

nat

iona

lly r

epre

sent

ativ

e sa

mpl

e of

sch

ools

and

is n

ot th

e ag

greg

ate

of p

artic

ipat

ing

stat

es. E

ach

stat

e es

timat

e is

bas

ed o

n a

sam

ple

that

is r

epre

sent

ativ

e of

that

sta

te. P

opul

atio

n si

zes

from

the

Dig

est o

f Edu

catio

n St

atis

tics,

200

5 (N

CES

200

6-03

0) fo

r st

uden

ts in

gra

des

9–12

are

15,

723,

000

in 2

003

and

16,2

86,0

00 (p

roje

cted

) in

2005

.SO

UR

CE:

Cen

ters

for

Dis

ease

Con

trol

and

Pre

vent

ion,

Nat

iona

l Cen

ter

for

Chr

onic

Dis

ease

Pre

vent

ion

and

Hea

lth P

rom

otio

n, Y

outh

Ris

k B

ehav

ior

Surv

eilla

nce

Syst

em (Y

RB

SS),

prev

ious

ly

unpu

blis

hed

tabu

latio

n, 2

003

and

2005

.

Any

whe

reO

n sc

hool

pro

pert

yA

nyw

here

On

scho

ol p

rope

rty

Tabl

e S1

5.2.

St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of

stud

ents

in g

rade

s 9–

12 w

ho r

epor

ted

usin

g m

ariju

ana

duri

ng t

he p

revi

ous

30 d

ays,

by

loca

tion

an

d st

ate:

200

3 an

d 20

05


Tabl

e S1

6.1.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

ages

12–

18 w

ho r

epor

ted

bein

g af

raid

of a

ttac

k or

har

m d

urin

g th

e pr

evio

us 6

mon

ths,

Tabl

e S1

6.1.

—by

loca

tion

and

sel

ecte

d st

uden

t an

d sc

hool

cha

ract

eris

tics

: Var

ious

yea

rs, 1

995–

2005

Stud

ent o

rsc

hool

cha

ract

eris

tic19

9519

9920

0120

0320

0519

9519

9920

0120

0320

05

To

tal

0.39

0.37

0.31

0.31

0.38

†0.

320.

280.

290.

33

Sex

Mal

e0.

510.

440.

380.

340.

54†

0.34

0.31

0.30

0.42

Fem

ale

0.58

0.53

0.43

0.48

0.47

†0.

490.

420.

480.

47

Rac

e/et

hnic

ity W

hite

0.36

0.32

0.35

0.35

0.36

†0.

320.

290.

310.

40 B

lack

1.31

1.27

0.87

1.22

1.19

†1.

000.

871.

130.

96 H

ispa

nic

1.27

1.20

1.07

0.65

1.09

†1.

030.

750.

800.

83 O

ther

1.58

1.09

1.11

1.31

1.62

†1.

041.

321.

021.

87

Gra

de 6

th1.

131.

371.

261.

351.

15†

1.11

1.15

1.01

1.00

7th

1.02

0.79

0.95

0.86

1.07

†0.

720.

800.

800.

90 8

th0.

840.

740.

690.

680.

90†

0.66

0.61

0.71

0.70

9th

0.82

0.74

0.63

0.61

0.69

†0.

630.

620.

550.

60 1

0th

0.82

0.77

0.71

0.67

0.83

†0.

630.

630.

670.

64 1

1th

0.80

0.68

0.65

0.66

0.70

†0.

720.

620.

6 90.

71 1

2th

0.94

0.88

0.55

0.53

0.69

†0.

860.

620.

720.

97

Urb

anic

ity U

rban

0.84

0.81

0.59

0.68

0.85

†0.

820.

680.

600.

59 S

ubur

ban

0.49

0.42

0.33

0.30

0.40

†0.

310.

330.

340.

42 R

ural

0.80

0.70

0.97

0.93

0.97

†0.

710.

590.

690.

97

Sect

or P

ublic

0.43

0.38

0.33

0.34

0.41

†0.

320.

300.

310.

34 P

riva

te1.

010.

810.

920.

730.

82†

0.92

1.08

0.89

1.39

† N

ot a

pplic

able

.N

OTE

: “A

t sch

ool”

incl

udes

the

scho

ol b

uild

ing,

on

scho

ol p

rope

rty,

on

a sc

hool

bus

, and

, fro

m 2

001

onw

ard,

goi

ng to

and

from

sch

ool.

For

the

2001

sur

vey,

the

wor

ding

was

cha

nged

fr

om “

atta

ck o

r ha

rm”

to “

atta

ck o

r th

reat

of a

ttack

.” In

clud

es s

tude

nts

who

rep

orte

d th

at th

ey s

omet

imes

or

mos

t of t

he ti

me

fear

ed b

eing

vic

timiz

ed in

this

way

. Fea

r of

atta

ck a

way

from

sc

hool

was

not

col

lect

ed in

199

5. In

200

5, th

e un

it re

spon

se r

ate

for

this

sur

vey

did

not m

eet N

CES

sta

tistic

al s

tand

ards

; the

r efo

re, i

nter

pret

the

data

with

cau

tion.

For

mor

e in

form

atio

n,pl

ease

see

app

endi

x A

. Pop

ulat

ion

size

s fo

r st

uden

ts a

ges

12–1

8 ar

e 23

,325

,000

in 1

995;

24,

614,

000

in 1

999;

24,

315,

000

in 2

001;

25,

684,

000

in 2

003;

and

25,

811,

000

in 2

005.

SOU

RC

E: U

.S. D

epar

tmen

t of J

ustic

e, B

urea

u of

Just

ice

Stat

istic

s, S

choo

l Cri

me

Supp

lem

ent (

SCS)

to th

e N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey, v

ario

us y

ears

, 199

5–20

05.

At s

choo

lA

way

from

sch

ool

Tabl

e S1

6.1.

St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of

stud

ents

age

s 12

–18

who

rep

orte

d be

ing

afra

id o

f at

tack

or

harm

dur

ing

the

prev

ious

6 m

onth

s,

by lo

cati

on a

nd s

elec

ted

stud

ent

and

scho

ol c

hara

cter

isti

cs: V

ario

us y

ears

, 199

5–20

05


Tabl

e S1

7.1.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

ages

12–

18 w

ho r

epor

ted

avoi

ding

sch

ool a

ctiv

itie

s or

one

or

mor

e pl

aces

in s

choo

l

Tabl

e S1

7.1.

—du

ring

the

pre

viou

s 6

mon

ths

beca

use

of fe

ar o

f att

ack

or h

arm

: Var

ious

yea

rs, 1

995–

2005

Act

ivity

or

plac

e av

oide

d19

9519

9920

0120

0320

05

To

tal

†0.

340.

320.

300.

32

Avo

ided

sch

ool a

ctiv

ities

†0.

220.

180.

180.

23 A

ny e

xtra

curr

icul

ar a

ctiv

ities

0.15

0.10

0.12

0.11

0.16

Any

cla

ss†

0.09

0.09

0.10

0.13

Sta

yed

hom

e fr

om s

choo

l†

0.19

0.13

0.11

0.11

Avo

ided

one

or

mor

e pl

aces

in s

choo

l0.

290.

290.

270.

270.

28 E

ntra

nce

to th

e sc

hool

0.15

0.14

0.11

0.11

0.14

Hal

lway

s or

sta

irs

in s

choo

l0.

210.

170.

180.

170.

21 P

arts

of t

he s

choo

l caf

eter

ia0.

180.

150.

160.

130.

16 A

ny s

choo

l res

troo

ms

0.22

0.19

0.19

0.16

0.20

Oth

er p

lace

s in

side

the

scho

ol b

uild

ing

0.18

0.17

0.14

0.14

0.18

† N

ot a

pplic

able

.N

OTE

: For

the

2001

sur

vey,

the

wor

ding

was

cha

nged

from

“at

tack

or

harm

” to

“at

tack

or

thre

at o

f atta

ck.”

In 2

005,

the

unit

resp

onse

rat

e fo

r th

is s

urve

y di

d no

t mee

t NC

ES s

tatis

tical

st

anda

rds;

the r

efor

e, in

terp

ret t

he d

ata

with

cau

tion.

For

mor

e in

form

atio

n, p

leas

e se

e ap

pend

ix A

. Pop

ulat

ion

size

s fo

r st

uden

ts a

ges

12–1

8 ar

e 23

,325

,000

in 1

995;

24,

614,

000

in 1

999;

24

,315

,000

in 2

001;

25,

684,

000

in 2

003;

and

25,

811,

000

in 2

005.

SOU

RC

E: U

.S. D

epar

tmen

t of J

ustic

e, B

urea

u of

J ust

ice

Stat

istic

s, S

choo

l Cri

me

Supp

lem

ent (

SCS)

to th

e N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey, v

ario

us y

ears

, 199

5–20

05.

Tabl

e S1

7.1.

St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of

stud

ents

age

s 12

–18

who

rep

orte

d av

oidi

ng s

choo

l act

ivit

ies

or o

ne o

r m

ore

plac

es in

sch

ool

du

ring

the

pre

viou

s 6

mon

ths

beca

use

of f

ear

of a

ttac

k or

har

m: V

ario

us y

ears

, 199

5–20

05


Tabl

e S1

7.2.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

ages

12–

18 w

ho r

epor

ted

avoi

ding

one

or

mor

e pl

aces

in s

choo

l dur

ing

the

prev

ious

6

Tabl

e S1

7.2.

—m

onth

s be

caus

e of

fear

of a

ttac

k or

har

m, b

y se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: Var

ious

yea

rs, 1

995–

2005

Stud

ent o

r sc

hool

cha

ract

eris

tic19

9519

9920

0120

0320

05

To

tal

0.29

0.29

0.27

0.27

0.28

Sex

Mal

e0.

430.

350.

400.

340.

46 F

emal

e0.

460.

390.

350.

370.

40

Rac

e/et

hnic

ity W

hite

0.32

0.27

0.30

0.27

0.30

Bla

ck1.

010.

900.

750.

790.

97 H

ispa

nic

0.97

0.73

0.71

0.70

0.80

Oth

er1.

610.

991.

161.

020.

88

Gra

de 6

th0.

990.

920.

930.

941.

26 7

th0.

890.

720.

790.

730.

93 8

th0.

770.

700.

620.

630.

66 9

th0.

710.

630.

610.

620.

78 1

0th

0.75

0.61

0.64

0.54

0.65

11t

h0.

640.

460.

430.

530.

59 1

2th

0.74

0.51

0.64

0.41

0.40

Urb

anic

ity U

rban

0.73

0.48

0.52

0.59

0.66

Sub

urba

n0.

400.

380.

380.

300.

36 R

ural

0.65

0.56

0.70

0.53

0.73

Sect

or P

ublic

0.33

0.31

0.29

0.29

0.30

Pri

vate

0.47

0.45

0.69

0.49

0.54

NO

TE: P

lace

s in

clud

e th

e en

tran

ce, a

ny h

allw

ays

or s

tair

s, p

arts

of t

he c

afet

eria

, res

troo

ms,

and

oth

er p

lace

s in

side

the

scho

ol b

uild

ing.

For

the

2001

sur

vey,

the

wor

ding

was

cha

nged

from

“atta

ck o

r ha

rm”

to “

atta

ck o

r th

reat

of a

ttack

.” In

200

5, th

e un

it re

spon

se r

ate

for

this

sur

vey

did

not m

eet N

CES

sta

tistic

al s

tand

ards

; the

refo

re, i

nter

pret

the

data

with

cau

tion.

For

mor

e in

form

atio

n, p

leas

e se

e ap

pend

ix A

. Pop

ulat

ion

size

s fo

r st

uden

ts a

ges

12–1

8 ar

e 23

,325

,000

in 1

995;

24,

614,

000

in 1

999;

24,

315,

000

in 2

001;

25,

684,

000

in 2

003;

and

25,

811,

000

in 2

005.

SOU

RC

E: U

.S. D

epar

tmen

t of J

ust ic

e, B

urea

u of

Just

ice

Stat

istic

s, S

choo

l Cri

me

Supp

lem

ent (

SCS)

to th

e N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey, v

ario

us y

ears

, 199

5–20

05.

Tabl

e S1

7.2

Stan

dard

err

ors

for

the

perc

enta

ge o

f st

uden

ts a

ges

12–1

8 w

ho r

epor

ted

avoi

ding

one

or

mor

e pl

aces

in s

choo

l dur

ing

the

prev

ious

6

mon

ths

beca

use

of f

ear

of a

ttac

k or

har

m, b

y se

lect

ed s

tude

nt a

nd s

choo

l cha

ract

eris

tics

: Var

ious

yea

rs, 1

995–

2005


Tabl

e S1

8.1.

—St

anda

rd e

rror

s fo

r th

e nu

mbe

r an

d pe

rcen

tage

of p

ublic

sch

ools

tha

t to

ok a

ser

ious

dis

cipl

inar

y ac

tion

, num

ber

of s

erio

us a

ctio

ns

Tabl

e S1

8.1.

—ta

ken,

and

per

cent

age

dist

ribu

tion

of s

erio

us a

ctio

ns, b

y ty

pe o

f act

ion

and

type

of o

ffen

se: 2

003–

04

Num

ber

Out

-of-

scho

olR

emov

als

with

of s

erio

ussu

spen

sion

sno

ser

vice

s fo

rTr

ansf

ers

toN

umbe

rPe

rcen

tdi

scip

linar

yla

stin

g 5

days

rem

aind

er o

f sp

ecia

lized

Type

of o

ffens

eof

sch

ools

of s

choo

lsac

tions

o r m

ore

scho

ol y

ear

scho

ols

To

tal

960

1.15

29,1

601.

600.

721.

49

Phys

ical

atta

cks

or fi

ghts

780

0.94

14,4

501.

670.

761.

59In

subo

rdin

atio

n69

00.

8516

,990

2.54

1.53

2.41

Dis

trib

utio

n, p

osse

ssio

n, o

r us

e of

alc

ohol

400

0.50

1,60

02.

911.

562.

82D

istr

ibut

ion,

pos

sess

ion,

or

use

of il

lega

l dru

gs47

00.

583,

410

2.27

0.91

2.23

Use

or

poss

e ssi

on o

f a w

eapo

n ot

her

than

a fi

rear

m69

00.

841,

470

2.20

0.81

2.04

Use

or

poss

essi

on o

f a fi

rear

m/e

xplo

sive

dev

ice

320

0.40

4,30

025

.42

† †

† N

ot a

pplic

able

.

NO

TE: E

ither

sch

ool p

rinc

ipal

s or

the

pers

on m

ost k

now

ledg

eabl

e ab

out d

isci

plin

e is

sues

at s

choo

l com

plet

ed th

e SS

OC

S qu

estio

nnai

re. R

espo

nden

ts w

ere

inst

ruct

ed to

res

pond

onl

y fo

r th

ose

times

t hat

wer

e du

ring

nor

mal

sch

ool h

ours

or

whe

n sc

hool

act

iviti

es o

r ev

ents

wer

e in

ses

sion

, unl

ess

the

surv

ey s

peci

fied

othe

rwis

e. P

opul

atio

n si

ze is

80,

500

scho

ols.

Sta

ndar

d er

rors

of n

umbe

r of

act

ions

and

sch

ools

are

rou

nded

to th

e ne

ares

t 10.

SOU

RC

E: U

.S. D

epar

tmen

t of E

duca

tion,

Nat

iona

l Cen

ter

for

Educ

atio

n St

atis

tics,

Sch

ool S

urve

y on

Cri

me

and

Safe

ty (S

SOC

S), 2

004.

Scho

ols

usin

g an

y se

riou

s di

scip

linar

y ac

tion

Perc

enta

ge d

istr

ibut

ion

of s

erio

us d

isci

plin

ary

actio

ns

Tabl

e S1

8.1

Stan

dard

err

ors

for

the

num

ber

and

perc

enta

ge o

f pu

blic

sch

ools

tha

t to

ok a

ser

ious

dis

cipl

inar

y ac

tion

, num

ber

of s

erio

us a

ctio

ns

ta

ken,

and

per

cent

age

dist

ribu

tion

of

seri

ous

acti

ons,

by

type

of

acti

on a

nd t

ype

of o

ffen

se: 2

003–

04


Tabl

e S1

9.1.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of p

ublic

sch

ools

tha

t us

ed s

elec

ted

safe

ty a

nd s

ecur

ity

mea

sure

s, b

y sc

hool

cha

ract

eris

tics

:

Tabl

e S1

9.1.

—20

03–0

4

Bui

ldin

gs

Gro

unds

U

se

Req

uire

(e

.g.,

(e.g

., Pa

ss

Req

uire

R

ando

m

Ran

dom

se

curi

ty

clea

r lo

cked

or

lock

ed o

r Si

gn-

thro

ugh

to p

ass

dog

sniff

s sw

eeps

ca

mer

as to

book

ba g

s m

onito

red

mon

itore

d in

or

met

alFa

culty

R

ando

mth

roug

h to

che

ck

for

cont

ra-

mon

itor

or b

an

Scho

ol c

hara

cter

istic

door

s)ga

tes)

chec

k-in

det

ecto

rsSt

uden

tsan

d st

aff

chec

ksda

ilyfo

r dr

ugs

band

sch

ool

book

bag

s

To

tal

1.04

1.08

0.40

0.15

0.64

1.21

0.55

0.16

0.77

0.58

1.28

0.63

Scho

ol le

vel

Pri

mar

y1.

461.

810.

610.

180.

811.

800.

63†

0.85

0.86

1.81

0.77

Mid

dle

1.35

1.51

0.23

0.37

1.09

1.41

0.97

0.41

1.56

1.28

1.68

1.15

Hig

h sc

hool

1.48

1.78

0.44

0.55

1.15

1.63

0.94

0.58

1.82

1.43

1.98

1.05

Com

bine

d4.

715.

431.

94†

2.62

4.23

††

4.89

4.84

4.72

3.28

Enro

llmen

t siz

e L

ess

than

300

2.59

2.64

1.51

†0.

673.

191.

52†

2.50

1.91

2.97

0.91

300

–499

1.77

2.57

0.13

0.13

0.88

2.76

0.80

0.33

1.26

1.15

2.52

1.12

500

–999

1.29

1.99

0.28

0.36

0.96

1.89

0.72

0.28

0.90

0.80

1.71

0.97

1,0

00 o

r m

ore

1.87

2.07

0.16

0.75

1.57

2.20

1.21

0.55

1.61

1.51

1.99

1.26

Urb

anic

it y C

ity1.

762.

260.

260.

571.

162.

661.

750.

520.

881.

362.

611.

15

Urb

an fr

inge

1.62

2.14

0.46

†0.

901.

980.

52†

1.03

0.98

2.08

0.91

Tow

n2.

583.

150.

420.

250.

923.

271.

44†

2.34

2.37

3.19

1.64

Rur

al2.

472.

161.

16†

0.86

2.05

0.54

0.22

2.05

1.47

2.32

0.93

Perc

ent m

inor

ity e

nrol

lmen

t L

ess

than

5 p

erce

nt2.

512.

511.

41†

0.33

2.81

0.50

†2.

081.

432.

720.

82

5 to

20

perc

ent

1.92

2.09

0.76

†0.

992.

540.

62†

1.22

0.96

2.34

0.78

20

to 5

0 pe

rcen

t2.

142.

550.

86†

0.90

2.75

0.93

0.10

1.64

1.64

2.93

1.25

50

perc

ent o

r m

ore

1.

712.

120.

370.

531.

242.

471.

520.

451.

221.

282.

511.

15

See

note

s at

end

of t

able

.

Swee

ps a

nd te

chno

logy

Lim

ited

acce

ss d

urin

g sc

hool

hou

rsV

isito

r re

quir

emen

tsR

equi

red

to w

ear

badg

es o

r pi

ctur

e ID

sM

etal

det

ecto

r ch

ecks

on

stu

dent

s

Tabl

e S1

9.1

Stan

dard

err

ors

for

the

perc

enta

ge o

f pu

blic

sch

ools

tha

t us

ed s

elec

ted

safe

ty a

nd s

ecur

ity

mea

sure

s, b

y sc

hool

cha

ract

eris

tics

: 200

3–04


Tabl

e S1

9.1.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of p

ublic

sch

ools

tha

t us

ed s

elec

ted

safe

ty a

nd s

ecur

ity

mea

sure

s, b

y sc

hool

cha

ract

eris

tics

:

Tabl

e S1

9.1.

—20

03–0

4—C

onti

nued

Bui

ldin

gs

Gro

unds

U

se

Req

uire

(e

.g.,

(e.g

., Pa

ss

Req

uire

R

ando

m

Ran

dom

se

curi

ty

clea

r lo

cked

or

lock

ed o

r Si

gn-

thro

ugh

to p

ass

dog

sniff

s sw

eeps

ca

mer

as to

book

ba g

s m

onito

red

mon

itore

d in

or

met

alFa

culty

R

ando

mth

roug

h to

che

ck

for

cont

ra-

mon

itor

or b

an

Scho

ol c

hara

cter

istic

door

s)ga

tes)

chec

k-in

det

ecto

rsSt

uden

tsan

d st

aff

chec

ksda

ilyfo

r dr

ugs

band

sch

ool

book

bag

s

Perc

ent o

f stu

dent

s el

igib

le fo

r

free

or

redu

ced-

pric

e lu

nch

0–2

0 pe

rcen

t1.

442.

701.

06†

0.85

2.48

0.53

†1.

630.

882.

490.

77

21–

50 p

erce

nt1.

691.

870.

690.

130.

682.

210.

730.

261.

501.

341.

730.

59

Mor

e th

an 5

0 pe

rcen

t1.

801.

820.

490.

371.

212.

211.

000.

241.

411.

262.

241.

30

Stud

ent/t

each

er r

atio

Les

s th

an 1

21.

921.

530.

880.

260.

721.

970.

900.

271.

531.

062.

290.

94

12–

161.

151.

830.

090.

251.

142.

240.

740.

311.

141.

191.

960.

81 M

ore

than

16

2.15

3.29

0.81

0.25

1.35

3.10

0.85

0.30

1.54

1.41

2.58

1.01

† N

ot a

pplic

able

.

NO

TE: E

ither

sch

ool p

rinc

ipal

s or

the

pers

on m

ost k

now

ledg

eabl

e ab

out d

isci

plin

e is

sues

at s

choo

l com

plet

ed th

e SS

OC

S qu

estio

nnai

re. R

espo

nden

ts w

ere

inst

ruct

ed to

res

pond

onl

y fo

r th

ose

times

that

wer

e du

ring

nor

mal

sch

ool h

ours

or

whe

n sc

hool

act

iviti

es o

r ev

ents

wer

e in

ses

sion

, unl

ess

the

surv

ey s

peci

fied

othe

rwis

e. P

opul

atio

n si

ze is

80,

500

scho

ols.

SOU

RC

E: U

.S. D

epa r

tmen

t of E

duca

tion,

Nat

iona

l Cen

ter

for

Educ

atio

n St

atis

tics,

Sch

ool S

urve

y on

Cri

me

and

Safe

ty (S

SOC

S), 2

004.

Lim

ited

acce

ss d

urin

g sc

hool

hou

rsV

isito

r re

quir

emen

tsR

equi

red

to w

ear

badg

es o

r pi

ctur

e ID

sM

etal

det

ecto

r ch

ecks

on

stu

dent

sSw

eeps

and

tech

nolo

gy

Tabl

e S1

9.1

Stan

dard

err

ors

for

the

perc

enta

ge o

f pu

blic

sch

ools

tha

t us

ed s

elec

ted

safe

ty a

nd s

ecur

ity

mea

sure

s, b

y sc

hool

cha

ract

eris

tics

: 200

3–04

—

Con

tinu

ed


Tabl

e S2

0.1.

—St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of s

tude

nts

ages

12–

18 w

ho r

epor

ted

sele

cted

sec

urit

y m

easu

res

at s

choo

l: V

ario

us y

ears

,

Tabl

e S2

0.1.

—19

99–2

005

Secu

rity

mea

sure

1999

2001

2003

2005

To

tal

†0.

090.

120.

13

Met

al d

etec

tors

0.51

0.61

0.84

0.74

Lock

er c

heck

s0.

830.

920.

910.

89O

ne o

r m

ore

secu

rity

cam

eras

to m

onito

r th

e sc

hool

†1.

131.

161.

35Se

curi

ty g

uard

s an

d/or

ass

igne

d po

lice

offic

ers

1.36

1.25

0.91

1.15

Oth

er s

choo

l st a

ff or

oth

er a

dult

supe

rvis

ion

in th

e ha

llway

0.54

0.45

0.39

0.45

A r

equi

rem

ent t

hat s

tude

nts

wea

r ba

dges

or

pict

ure

iden

tific

atio

n†

0.99

1.11

1.18

A c

ode

of s

tude

nt c

ondu

ct†

0.34

0.37

0.38

Lock

ed e

ntra

nce

or e

xit d

oors

dur

ing

the

d ay

0.97

1.12

1.16

1.04

A r

equi

rem

ent t

hat v

isito

rs s

i gn

in0.

620.

580.

480.

51

† N

ot a

pplic

able

.N

OTE

: “A

t sch

ool”

incl

udes

the

scho

ol b

uild

ing,

on

the

scho

ol g

roun

ds, o

n a

scho

ol b

us, a

nd, f

rom

200

1 on

war

d, g

oing

to a

nd fr

om s

choo

l. In

200

5, th

e un

it re

spon

se r

ate

for

this

sur

vey

did

not m

eet N

CES

sta

tistic

al s

tand

ards

; the

refo

re, i

nter

pret

the

data

with

cau

tion.

For

mor

e in

form

atio

n, p

leas

e se

e ap

pend

ix A

. Pop

ulat

ion

size

s fo

r st

uden

ts a

ges

12–1

8 ar

e 24

,614

,000

in

1999

; 24,

315,

000

in 2

001;

25,

684,

000

in 2

003;

and

25,

811,

000

in 2

005.

SOU

RC

E: U

.S. D

epar

tmen

t of J

ustic

e, B

urea

u of

Just

ice

Stat

istic

s, S

choo

l Cri

me

Supp

lem

ent (

SCS)

to th

e N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey, v

ario

us y

ears

, 199

9–20

05.

Tabl

e S2

0.1.

St

anda

rd e

rror

s fo

r th

e pe

rcen

tage

of

stud

ents

age

s 12

–18

who

rep

orte

d se

lect

ed s

ecur

ity

mea

sure

s at

sch

ool:

Var

ious

yea

rs, 1

999–

2005

TECHNICAL NOTESAppendix

A

Appendix A: Technical Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

GENERAL INFORMATION

The indicators in this report are based on information drawn from a variety of inde-pendent data sources, including national surveys of students, teachers, and principals, and data collections from federal departments and agencies, including the Bureau of Justice Statistics, the National Center for Education Statistics, the Federal Bureau of In-vestigation, and the Centers for Disease Control and Prevention. Each data source has an independent sample design, data collection method, and questionnaire design or is the result of a universe data collection. Universe data collections include a census of all known entities in a specifi c universe (e.g., all deaths occurring on school property). Readers should be cautious when comparing data from different sources. Differences in sampling procedures, populations, time periods, and question phrasing can all affect the comparability of results. For example, some questions from different surveys may appear the same, but were asked of different populations of students (e.g., students ages 12–18 or students in grades 9–12); in different years; about experiences that oc-curred within different periods of time (e.g., in the past 30 days or during the past 12 months); or at different locations (e.g., in school or anywhere).

The following is a description of data sources, accuracy of estimates, and statistical procedures used in this report.

SOURCES OF DATA

This section briefl y describes each of the datasets used in this report: the School-As-sociated Violent Deaths Surveillance Study, the Supplementary Homicide Reports, the Web-based Injury Statistics Query and Reporting System Fatal, the National Crime Vic-timization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the Schools and Staffi ng Survey, and the School Survey on Crime and Safety. Directions for obtaining more information are provided at the end of each description. Figure A.1 presents some key information for each of the datasets used in the report, including the survey year(s), target population, response rate, and sample size. The wording of the interview questions used to construct the in-dicators are presented in fi gure A.2. (Figures appear at the end of appendix A.)

School-Associated Violent Deaths Surveillance Study (SAVD)

The School-Associated Violent Deaths Surveillance Study (SAVD) is an epidemiological study developed by the Centers for Disease Control and Prevention in conjunction with the U.S. Department of Education and the U.S. Department of Justice. SAVD seeks to describe the epidemiology of school-associated violent deaths, identify common fea-tures of these deaths, estimate the rate of school-associated violent deaths in the United States, and identify potential risk factors for these deaths. The surveillance system in-cludes descriptive data on all school-associated violent deaths in the United States,

160 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Crime and Safety: 2006

including all homicides, suicides, and unintentional fi rearm-related deaths where the fatal injury occurred on the campus of a functioning elementary or secondary school, while the victim was on the way to or from regular sessions at such a school, or while attending or on the way to or from an offi cial school-sponsored event. Victims of such events include nonstudents as well as students and staff members. SAVD includes de-scriptive information about the school, event, victim(s), and offender(s). The SAVD Sur-veillance System has collected data from July 1, 1992, through the present.

SAVD uses a four-step process to identify and collect data on school-associated violent deaths. Cases are initially identifi ed through a search of the Lexis/Nexis newspaper and media database. Then police offi cials are contacted to confi rm the details of the case and to determine if the event meets the case defi nition. Once a case is confi rmed, a police offi cial and a school offi cial are interviewed regarding details about the school, event, victim(s), and offender(s). A copy of the full police report is also sought for each case. The information obtained on schools includes school demographics, attendance/absentee rates, suspension/expulsions and mobility, school history of weapon-carrying incidents, security measures, violence prevention activities, school response to the event, and school policies about weapon carrying. Event information includes the location of injury, the context of injury (while classes were being held, during break, etc.), motives for injury, method of injury, and school and community events happening around the time period. Information obtained on victim(s) and offender(s) includes demographics, circumstances of the event (date/time, alcohol or drug use, number of persons involved), types and origins of weapons, criminal history, psychological risk factors, school-related problems, extracurricular activities, and family history, including structure and stressors.

One hundred fi ve school-associated violent deaths were identifi ed from July 1, 1992–June 30, 1994 (Kachur et al. 1996). A more recent report from this data collection iden-tifi ed 253 school-associated violent deaths between July 1, 1994–June 30, 1999 (An-derson et al. 2001). Other publications from this study have described how the number of events changes during the school year (Centers for Disease Control and Prevention 2001), the source of the fi rearms used in these events (Reza et al. 2003), and suicides that were associated with schools (Kauffman et al. 2004). The interviews conducted on cases between July 1, 1994 and June 30, 1999 achieved a response rate of 97 percent for police offi cials and 78 percent for school offi cials. Data for subsequent study years are preliminary and subject to change. The SAVD data are considered preliminary until interviews with school and law enforcement offi cials have been completed. The details learned during the interviews can occasionally change the classifi cation of a case. For additional information about SAVD, contact:

Jeff HallDivision of Violence Prevention National Center for Injury Prevention and Control Centers for Disease Control and Prevention, Mailstop K60 4770 Buford Highway NE Atlanta, GA 30341 Telephone: (770) 488-4648 E-mail: [email protected]



Supplementary Homicide Reports (SHR)

The Supplementary Homicide Reports (SHR), which are a part of the Uniform Crime Reporting (UCR) program, provide incident-level information on criminal homicides including situation (number of victims to number of offenders); the age, sex, and race of victims and offenders; types of weapons used; circumstances of the incident; and the relationship of the victim to the offender. The data are provided monthly to the Federal Bureau of Investigation (FBI) by local law enforcement agencies participating in the FBI’s UCR program. The data include murders and non-negligent manslaughters in the United States from January 1976–December 2004; that is, negligent manslaughters and justifi able homicides have been eliminated from the data. Based on law enforcement agency reports, the FBI estimates that 561,412 murders were committed from 1976 to 2004. Agencies provided detailed information on 574,574 victims and 640,722 offend-ers.

About 91 percent of homicides are included in the SHR. However, adjustments can be made to the weights to correct for missing reports. Estimates from the SHR used in this report were generated by the Bureau of Justice Statistics (BJS) using a weight developed by BJS that reconciles the counts of SHR homicide victims with those in the UCR for the 1992 through 2004 data years. The weight is the same for all cases for a given year. The weight represents the ratio of the number of homicides reported in the UCR to the number reported in the SHR. For additional information about SHR, contact:

Communications Unit Criminal Justice Information Services DivisionFederal Bureau of Investigation Module D3 1000 Custer Hollow Road Clarksburg, WV 26306 Telephone: (304) 625-4995 E-mail: [email protected]

Web-based Injury Statistics Query and Reporting System Fatal (WISQARS(™)Fatal)

WISQARS Fatal provides mortality data related to injury. The mortality data reported in WISQARS Fatal come from death certifi cate data reported to the National Center for Health Statistics (NCHS), Centers for Disease Control and Prevention. Data include causes of death reported by attending physicians, medical examiners, and coroners. It also includes demographic information about decedents reported by funeral directors, who obtain that information from family members and other informants. NCHS col-lects, compiles, verifi es, and prepares these data for release to the public. The data pro-vide information about what types of injuries are leading causes of deaths, how com-mon they are, and who they affect. These data are intended for a broad audience—the public, the media, public health practitioners and researchers, and public health offi -cials—to increase their knowledge of injury.



WISQARS Fatal mortality reports provide tables of the total numbers of injury-related deaths and the death rates per 100,000 U.S. population. The reports list deaths accord-ing to cause (mechanism) and intent (manner) of injury by state, race, Hispanic origin, sex, and age groupings. For more information on WISQARS Fatal, contact:

National Center for Injury Prevention and Control Mailstop K59 4770 Buford Highway NE Atlanta, GA 30341-3724 Telephone: (770) 488-1506 E-mail: [email protected] Internet: http://www.cdc.gov/ncipc/wisqars

National Crime Victimization Survey (NCVS)

The National Crime Victimization Survey (NCVS), administered for the U.S. Bureau of Justice Statistics by the U.S. Census Bureau, is the nation’s primary source of informa-tion on crime and the victims of crime. Initiated in 1972 and redesigned in 1992, the NCVS collects detailed information annually on the frequency and nature of the crimes of rape, sexual assault, robbery, aggravated and simple assault, theft, household bur-glary, and motor vehicle theft experienced by Americans and their households each year. The survey measures crimes reported to police as well.

Readers should note that in 2003, in accordance with changes to the Offi ce of Man-agement and Budget’s standards for the classifi cation of federal data on race and eth-nicity, the NCVS item on race/ethnicity was modifi ed. A question on Hispanic origin is followed by a question on race. The new race question allows the respondent to choose more than one race and delineates Asian as a separate category from Native Hawaiian or Other Pacifi c Islander. Analysis conducted by the Demographic Surveys Division at the U.S. Census Bureau shows that the new race question had very little impact on the aggregate racial distribution of the NCVS respondents, with one excep-tion. There was a 1.6 percentage point decrease in the percent of respondents who re-ported themselves as White. Due to changes in race/ethnicity categories, comparisons of race/ethnicity across years should be made with caution.

The indicator from NCVS related to nonfatal teacher victimization at school has been discontinued. Because of sample cuts to the NCVS and declining victimization rates, the survey’s capacity to provide useful estimates of teacher victimization has dimin-ished, especially for disaggregated subcategories of teacher characteristics. The indica-tor has been determined to no longer be an adequate measure of teacher victimization.

The number of NCVS eligible households in 2004 was about 46,200. They were se-lected using a stratifi ed, multistage cluster design. In the fi rst stage, the primary sam-pling units (PSUs), consisting of counties or groups of counties, were selected. In the second stage, smaller areas, called Enumeration Districts (EDs), were selected from each sampled PSU. Finally, from selected EDs, clusters of four households, called seg-ments, were selected for interview. At each stage, the selection was done proportion-




ate to population size in order to create a self-weighting sample. The fi nal sample was augmented to account for housing units constructed after the decennial Census. Within each sampled household, U.S. Census Bureau personnel interviewed all household members age 12 and older to determine whether they had been victimized by the measured crimes during the 6 months preceding the interview.

The fi rst NCVS interview with a housing unit is conducted in person. Subsequent inter-views are conducted by telephone, if possible. About 74,300 persons age 12 and older are interviewed every 6 months. Households remain in the sample for 3 years and are interviewed seven times at 6-month intervals. The initial interview at each sample unit is used only to bound future interviews to establish a time frame to avoid duplica-tion of crimes uncovered in these subsequent interviews. After their seventh interview, households are replaced by new sample households. The NCVS has consistently ob-tained a response rate of over 90 percent at the household level. The completion rates for persons within households were about 86 percent. Thus, fi nal response rates were about 78 percent in 2004. Weights were developed to permit estimates for the total U.S. population 12 years and older. For more information about the NCVS, contact:

Katrina Baum Victimization Statistics Branch Bureau of Justice Statistics U.S. Department of Justice 810 7th Street NW Washington, DC 20531 Telephone: (202) 307-5889 E-mail: [email protected] Internet: http://www.ojp.usdoj.gov/bjs

School Crime Supplement (SCS)

Created as a supplement to the NCVS and codesigned by the National Center for Edu-cation Statistics and Bureau of Justice Statistics, the School Crime Supplement (SCS) survey was conducted in 1989, 1995, 1999, 2001, 2003, and 2005 to collect addition-al information about school-related victimizations on a national level. This report in-cludes data from the 1995, 1999, 2001, 2003, and 2005 collections. The 1989 data are not included in this report as a result of methodological changes to the NCVS and SCS. The survey was designed to assist policymakers as well as academic researchers and practitioners at the federal, state, and local levels so that they can make informed deci-sions concerning crime in schools. The SCS asks students a number of key questions about their experiences with and perceptions of crime and violence that occurred in-side their school, on school grounds, on a school bus, or on the way to or from school. Additional questions not included in the NCVS were also added to the SCS, such as those concerning preventive measures used by the school, students’ participation in after school activities, students’ perceptions of school rules, the presence of weapons and gangs in school, the presence of hate-related words and graffi ti in school, student reports of bullying and reports of rejection at school, and the availability of drugs and


http://www.ojp.usdoj.gov/bjs


alcohol in school, as well as attitudinal questions relating to fear of victimization and avoidance behavior at school.

In all SCS survey years, the SCS was conducted for a 6-month period from Janu-ary–June in all households selected for the NCVS (see discussion above for information about the NCVS sampling design and changes to the race/ethnicity item made for 2003 onward). It should be noted that the initial NCVS interview is included in the SCS data collection. Within these households, the eligible respondents for the SCS were those household members who had attended school at any time during the 6 months pre-ceding the interview, were enrolled in grades 6–12, and were not home schooled. The age range of students covered in this report is 12–18 years of age. Eligible respondents were asked the supplemental questions in the SCS only after completing their entire NCVS interview.

The prevalence of victimization for 1995, 1999, 2001, 2003, and 2005 was calculated by using NCVS incident variables appended to the 1995, 1999, 2001, 2003, and 2005 SCS data fi les. The NCVS type of crime variable was used to classify victimizations of students in the SCS as serious violent, violent, or theft. The NCVS variables asking where the incident happened and what the victim was doing when it happened were used to ascertain whether the incident happened at school. For prevalence of victim-ization, the NCVS defi nition of “at school” includes in the school building, on school property, or on the way to or from school. Only incidents that occurred inside the United States are included.

In 2001, the SCS survey instrument was modifi ed from previous collections in three ways. First, in 1995 and 1999, “at school” was defi ned for respondents as in the school building, on the school grounds, or on a school bus. In 2001, the defi nition for “at school” was changed to mean in the school building, on school property, on a school bus, or going to and from school. This change was made to the 2001 questionnaire in order to be consistent with the defi nition of “at school” as it is constructed in the NCVS and was also used as the defi nition in 2003 and 2005. Cognitive interviews conducted by the U.S. Census Bureau on the 1999 SCS suggested that modifi cations to the defi ni-tion of “at school” would not have a substantial impact on the estimates.

Second, the SCS questions pertaining to fear and avoidance were changed for the 2001 SCS survey. In 1995, 1999, 2003, and 2005, students were asked if they were fearful or avoidant because they thought someone would “attack or harm” them. In 2001, stu-dents were asked if they were fearful or avoidant because they thought someone would “attack or threaten to attack” them. In the 1999 and 2001 SCS, students were asked to exclude times they were at school or going to or from school in the question about fear away from school. In 2003 and 2005, when asked about fear away from school, students were asked to exclude times they were at school; however, in these years the defi nition of “at school” included going to and from school. These changes should be considered when making comparisons across survey years.


Third, the SCS question pertaining to gangs changed beginning with the 2001 SCS. The introduction and defi nition of gangs as well as the placement of the item in the questionnaire changed in the 2001 SCS. Because of these changes, the reader should be cautioned not to compare results from 2001 onwards (presented in this report) with estimates of gang presence in 1995 and 1999 (presented in previous editions of this report).

In 2005, the SCS instrument was modifi ed again. In this year, the SCS question(s) per-taining to bullying changed. In 1999, 2001, and 2003, students were asked a single bullying question. The 2005 SCS included a series of questions about bullying. Because of substantive changes in questionnaire wording, comparisons between the 2005 SCS bullying indicator and all other survey years should be made with caution.

Total victimization is a combination of violent victimization and theft. If the student re-ported an incident of either violent or theft victimization or both, he or she is counted as having experienced “total” victimization. Serious violent crimes include rape, sexual assault, robbery, and aggravated assault. Violent crimes include serious violent crimes and simple assault. Theft includes purse snatching, pick pocketing, all burglaries, at-tempted forcible entry, and all attempted and completed thefts except motor vehicle thefts.

A total of 9,728 students participated in the 1995 SCS, 8,398 in 1999, 8,374 in 2001, 7,152 in 2003, and 6,297 in 2005. In the 2005 SCS, the household completion rate was 91 percent. In the 1995, 1999, 2001 and 2003 SCS, the household completion rates were 95 percent, 94 percent, 93 percent, and 92 percent, respectively; and the student completion rates were 78 percent, 78 percent, 77 percent, and 70 percent, re-spectively. For the 2005 SCS, the student completion rate was 62 percent.

Thus, the overall unweighted SCS response rate (calculated by multiplying the house-hold completion rate by the student completion rate) was 74 percent in 1995, 73 percent in 1999, 72 percent in 2001, 64 percent in 2003, and 56 percent in 2005. Re-sponse rates for most survey items were high—typically over 95 percent of all eligible respondents. The weights were developed to compensate for differential probabilities of selection and nonresponse. The weighted data permit inferences about the eligible stu-dent population who were enrolled in schools in 1995, 1999, 2001, 2003, and 2005.

Due to the low unit response rate in 2005, a unit nonresponse bias analysis was com-missioned. There are two types of nonresponse: unit and item nonresponse. Unit re-sponse rates indicate how many sampled units have completed interviews. Because interviews with students could only be completed after households had responded to NCVS, the unit completion rate for SCS refl ects both the household interview comple-tion rate and the student interview completion rate.

Nonresponse can greatly affect the strength and application of survey data by leading to an increase in variance as a result of a reduction in the actual size of the sample and


can produce bias if the nonrespondents have characteristics of interest that are different from the respondents. Furthermore, imputation, a common recourse to nonresponse, can lead to the risk of underestimating the sampling error if imputed data are treated as though they were observed data.

In order for response bias to occur, respondents must have different response rates and responses to particular survey variables. The magnitude of unit nonresponse bias is determined by the response rate and the differences between respondents and nonre-spondents on key survey variables. Although the bias analysis cannot measure response bias since SCS is a sample survey and we do not know how the population would have responded, the SCS sampling frame has four key student or school characteristic vari-ables for which data is known for respondents and nonrespondents: sex, race/ethnicity, household income, and urbanicity, all of which are associated with student victimiza-tion. To the extent that there are differential responses by respondents in these groups, nonresponse bias is a concern.

The analysis of unit nonresponse bias found evidence of bias for the race, household income, and urbanicity variables. White, non-Hispanic and Other, non-Hispanic re-spondents had higher response rates than Black, non-Hispanic, and Hispanic respon-dents. Respondents from households with an income of $35,000–49,999 and $50,000 or more had higher response rates than those from households with incomes of less than $7,500, $7,500–14,999, $15,000–24,999, and $25,000–34,999. Respondents who live in urban areas had lower response rates than those who live in rural or sub-urban areas. Although we cannot assess the extent of nonresponse bias, weighting adjustments, which corrected for differential response rates, should have reduced the problem. For more information about SCS, contact:

Kathryn A. Chandler National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Telephone: (202) 502-7486 E-mail: [email protected] Internet: http://nces.ed.gov/programs/crime

Youth Risk Behavior Survey (YRBS)

The National School-Based Youth Risk Behavior Survey (YRBS) is one component of the Youth Risk Behavior Surveillance System (YRBSS), an epidemiological surveillance system developed by the Centers for Disease Control and Prevention (CDC) to monitor the prevalence of youth behaviors that most infl uence health.1 The YRBS focuses on priority health-risk behaviors established during youth that result in the most signifi cant mortality, morbidity, disability, and social problems during both youth and adulthood. This report uses 1993, 1995, 1997, 1999, 2001, 2003, and 2005 YRBS data.

1 For more information on the YRBSS methodology, see Brener et al. (2004).


http://nces.ed.gov/programs/crime


The YRBS uses a three-stage cluster sampling design to produce a nationally represen-tative sample of students in grades 9–12 in the United States. The target population consisted of all public and private school students in grades 9–12 in the 50 states and the District of Columbia. The fi rst-stage sampling frame included selecting primary sampling units (PSUs) from strata formed on the basis of urbanization and the relative percentage of Black and Hispanic students in the PSU. These PSUs are either large counties or groups of smaller, adjacent counties. At the second stage, schools were se-lected with probability proportional to school enrollment size.

Schools with substantial numbers of Black and Hispanic students were sampled at relatively higher rates than all other schools. The fi nal stage of sampling consisted of randomly selecting within each chosen school at each grade 9–12 one or two intact classes of a required subject, such as English or social studies. All students in selected classes were eligible to participate. Approximately 16,300, 10,900, 16,300, 15,300, 13,600, 15,200, and 13,900 students participated in the 1993, 1995, 1997, 1999, 2001, 2003, and 2005 surveys, respectively.

The overall response rate was 70 percent for the 1993 survey, 60 percent for the 1995 survey, 69 percent for the 1997 survey, 66 percent for the 1999 survey, 63 percent for the 2001 survey, 67 percent for the 2003 survey, and 67 percent for the 2005 survey. NCES standards call for response rates of 85 percent or better for cross-sectional sur-veys, and bias analyses are required by NCES when that percentage is not achieved. For YRBS data, a full nonresponse bias analysis has not been done because the data necessary to do the analysis are not available. The weights were developed to adjust for nonresponse and the oversampling of Black and Hispanic students in the sample. The fi nal weights were constructed so that only weighted proportions of students (not weighted counts of students) in each grade matched national population projections. Where YRBS data are presented, accurate national population projections are provided from the Digest of Education Statistics, 2002 and 2005 (U.S. Department of Education 2003, 2006).

State level data were downloaded from the Youth Online: Comprehensive Results web page (http://apps.nccd.cdc.gov/yrbss/). Each state and local school-based YRBS employs a two-stage, cluster sample design to produce representative samples of students in grades 9–12 in their jurisdiction. All except a few state and local samples include only public schools, and each local sample includes only schools in the funded school dis-trict (e.g., San Diego Unifi ed School District) rather than in the entire city (e.g., greater San Diego area).

In the fi rst sampling stage in all except a few states and districts, schools are selected with probability proportional to school enrollment size. In the second sampling stage, intact classes of a required subject or intact classes during a required period (e.g., second period) are selected randomly. All students in sampled classes are eligible to participate. Certain states and districts modify these procedures to meet their individual needs. For example, in a given state or district, all schools, rather than a sample of schools, might be selected to participate. State and local surveys that have a scientifi -

http://apps.nccd.cdc.gov/yrbss


cally selected sample, appropriate documentation, and an overall response rate greater than or equal to 60 percent are weighted. The overall response rate refl ects the school response rate multiplied by the student response rate. These three criteria are used to ensure that the data from those surveys can be considered representative of students in grades 9–12 in that jurisdiction. A weight is applied to each record to adjust for student nonresponse and the distribution of students by grade, sex, and race/ethnicity in each jurisdiction. Therefore, weighted estimates are representative of all students in grades 9–12 attending schools in each jurisdiction. Surveys that do not have an overall response rate of greater than or equal to 60 percent and do not have appropriate docu-mentation are not weighted and are not included in this report.

In 2005, a total of 40 states and 21 districts had weighted data. In sites with weighted data, the student sample sizes for the state and local YRBS ranged from 942 to 9,708. School response rates ranged from 72 to 100 percent, student response rates ranged from 61 to 93 percent, and overall response rates ranged from 60 to 85 percent.

Readers should note that reports of these data published by the CDC do not include percentages where the denominator includes less than 100 unweighted cases. Howev-er, NCES publications do not include percentages where the denominator includes less than 30 unweighted cases. Therefore, estimates presented here may not appear in CDC publications of YRBS estimates and are considered unstable by CDC standards.

In 1999, in accordance with changes to the Offi ce of Management and Budget’s stan-dards for the classifi cation of federal data on race and ethnicity, the YRBS item on race/ethnicity was modifi ed. The version of the race and ethnicity question used in 1993, 1995, and 1997 was:

How do you describe yourself? A. White - not Hispanic B. Black - not Hispanic C. Hispanic or Latino D. Asian or Pacifi c Islander E. American Indian or Alaskan Native F. Other

The version used in 1999, 2001, 2003, and in the 2005 state and local surveys was:

How do you describe yourself? (Select one or more responses.) A. American Indian or Alaska Native B. Asian C. Black or African American D. Hispanic or Latino E. Native Hawaiian or Other Pacifi c Islander F. White

In the 2005 national survey, race/ethnicity was computed from two questions: 1) “Are you Hispanic or Latino?” (response options were “yes” and “no”), and 2) “What is your


race?” (response options were “American Indian or Alaska Native,” “Asian,” “Black or African American,” “Native Hawaiian or Other Pacifi c Islander,” or “White”). For the second question, students could select more than one response option. For this report, students were classifi ed as “Hispanic” if they answered “yes” to the fi rst question, re-gardless of how they answered the second question. Students who answered “no” to the fi rst question and selected more than one race/ethnicity in the second category were classifi ed as “More than one race.” Students who answered “no” to the fi rst ques-tion and selected only one race/ethnicity were classifi ed as that race/ethnicity. Race/ethnicity was set to missing for students who did not answer the fi rst question (176 cases) or for students who answered “no” to the fi rst question but did not answer the second question (48 cases).

The questions used in 1999, 2001, 2003, and 2005 result in the possibility of respon-dents marking more than one category. While more accurately refl ecting respondents’ racial and ethnic identity, the new item cannot be directly compared to responses to the old item. Brener, Kann, and McManus (2003) found that allowing students to select more than one response to the race/ethnicity question on the YRBS had only a minimal effect on reported race/ethnicity among high school students. CDC is examining the ef-fect of using a two-question format to assess race/ethnicity in the 2005 national YRBS.

For additional information about the YRBS, contact:

Laura Kann Division of Adolescent and School Health National Center for Chronic Disease Prevention and Health Promotion Centers for Disease Control and Prevention Mailstop K-33 4770 Buford Highway NE Atlanta, GA 30341-3717 Telephone: (770) 488-6181 E-mail: [email protected] Internet: http://www.cdc.gov/yrbs

Schools and Staffi ng Survey (SASS)

This report draws upon data on teacher victimization from the Schools and Staffi ng Survey (SASS), which provides national- and state-level data on public schools and national- and affi liation-level data on private schools. The 1993–94, 1999–2000, and 2003–04 SASS were collected by the U.S. Census Bureau and sponsored by the Na-tional Center for Education Statistics (NCES). SASS consists of four sets of linked sur-veys, including surveys of schools, the principals of each selected school, a subsample of teachers within each school, and public school districts. In 1993–94, there were two sets of teacher surveys, public and private school teachers. In 1999–2000, there were four sets of teacher surveys, public, private, public charter, and Bureau of Indian Affairs (BIA) school teachers. In 2003–04, there were three sets of teacher surveys, public (in-cluding public charter), private, and BIA. For this report, BIA and public charter schools are included with public schools.


http://www.cdc.gov/yrbs


The public school sampling frames for the 1993–94, 1999–2000, and 2003–04 SASS were created using the 1991–92, 1997–98, and 2001–02 NCES Common Core of Data (CCD) Public School Universe Files, respectively. In SASS, a school was defi ned as an institution or part of an institution that provides classroom instruction to students; has one or more teachers to provide instruction; serves students in one or more of grades 1–12 or the ungraded equivalent and is located in one or more buildings. It was pos-sible for two or more schools to share the same building; in this case they were treated as different schools if they had different administrations (i.e., principals). Since CCD and SASS differ in scope and their defi nitions of a school, some records were deleted, added, or modifi ed in order to provide better coverage and a more effi cient sample design for SASS. Data were collected by multistage sampling, which began with the selection of schools.

This report uses 1993–94, 1999–2000, and 2003–04 SASS data. Approximately 10,000 public schools and 3,300 private schools were selected to participate in the 1993–94 SASS, 11,100 public schools (9,900 public schools, 100 BIA-funded schools, and 1,100 charter schools) and 3,600 private schools were selected to participate in the 1999–2000 SASS, and 10,400 public schools (10,200 public schools and 200 BIA-funded schools) and 3,600 private schools were selected to participate in the 2003–04 SASS. Within each school, teachers selected were further stratifi ed into one of fi ve teacher types in the following hierarchy: (1) Asian or Pacifi c Islander; (2) American Indi-an, Aleut, or Eskimo; (3) teachers who teach classes designed for students with limited English profi ciency; (4) teachers in their fi rst, second, or third year of teaching; and (5) teachers not classifi ed in any of the other groups. Within each teacher stratum, teachers were selected systematically with equal probability. In 1993–94, approximately 57,000 public school teachers and 11,500 private school teachers were sampled. In 1999–2000, 56,300 public school teachers, 500 BIA teachers, 4,400 public charter school teachers, and 10,800 private school teachers were sampled. In 2003–04, 52,500 public school teachers, 700 BIA teachers, and 10,000 private school teachers were sampled.

This report focuses on responses from teachers. The overall weighted response rate for public school teachers in 1993–94 was 88 percent. In 1999–2000, the overall weight-ed response rates were 77 percent for public school teachers, and 86 and 72 percent for BIA and public charter school teachers, respectively (which are included with public school teachers for this report). In 2003–2004, the overall weighted response rates were 76 percent for public school teachers and 86 percent for BIA-funded school teachers (who are included with public school teachers). For private school teachers, the overall weighted response rates were 80 percent, 67 percent, and 70 percent in 1993–94, 1999–2000, and 2003–04, respectively. Values were imputed for question-naire items that should have been answered but were not. For additional information about SASS, contact:


Kerry Gruber National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Telephone: (202) 502-7349 E-mail: [email protected] Internet: http://nces.ed.gov/surveys/sass

School Survey on Crime and Safety (SSOCS)

The School Survey on Crime and Safety (SSOCS) was conducted by NCES in the winter and spring of the 2003–04 school year. SSOCS focuses on incidents of specifi c crimes and offenses and a variety of specifi c discipline issues in public schools. It also covers characteristics of school policies, school violence prevention programs and policies, and school characteristics that have been associated with school crime. The survey was conducted with a nationally representative sample of regular public primary, middle, high, and combined schools in the 50 states and the District of Columbia. Special edu-cation, alternative and vocational schools, schools in the territories, and schools that taught only prekindergarten, kindergarten, or adult education were not included in the sample.

The sampling frame for the 2004 SSOCS was constructed from the public school uni-verse fi le created for the 2003–04 Schools and Staffi ng Survey (SASS) from the 2001–02 NCES Common Core of Data (CCD) Public School Universe File. The CCD is an an-nual national database of all public K–12 schools and school districts. Certain types of schools were excluded from the CCD Public School Universe File in order to meet the sampling needs of SASS, including those in the outlying U.S. territories,2 overseas Department of Defense schools, newly closed schools, home schools, and schools with high grades of kindergarten or lower. Additional schools were then excluded from the SASS frame to meet the sampling needs of SSOCS, including; local education agencies that appear to be schools, special education, vocational, or alternative schools, depart-ment of defense schools, Bureau of Indian Affairs schools, ungraded schools, and “in-termediate units”3 in California and Pennsylvania. The sample was stratifi ed by instruc-tional level, type of locale (e.g., city, urban fringe, etc.), and enrollment size. Within the primary strata, schools were also sorted by geographic region and by percentage of minority enrollment. The sample was then allocated to the primary strata in rough pro-portion to the square root of the total sum of individual enrollments of schools within the stratum. A total of 3,743 schools were selected for the study. In March 2004, ques-tionnaires were mailed to school principals, who were asked to complete the survey or to have it completed by the person most knowledgeable about discipline issues at the school. A total of 2,772 schools completed the survey. The weighted overall response rate was 77.2 percent, and weighted item nonresponse rates ranged from 0–33.3 per-cent. A nonresponse bias analysis was conducted on the nine items with weighted item

2 “U.S. outlying areas” include the following: America Samoa, Guam, Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands.3 These are generally schools specializing in special education, alternative education, or juvenile halls.


http://nces.ed.gov/surveys/sass


nonresponse rates above 15 percent, and minimal bias was detected. Weights were developed to adjust for the variable probabilities of selection and differential nonre-sponse and can be used to produce national estimates for regular public schools in the 2003–04 school year. For information on the 1999–2000 iteration, see Indicators of School Crime and Safety: 2005. For more information about the School Survey on Crime and Safety, contact:

Kathryn A. Chandler National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Telephone: (202) 502-7486 E-mail: [email protected] Internet: http://nces.ed.gov/surveys/ssocs

ACCURACY OF ESTIMATES

The accuracy of any statistic is determined by the joint effects of nonsampling and sampling errors. Both types of error affect the estimates presented in this report. Several sources can contribute to nonsampling errors. For example, members of the popula-tion of interest are inadvertently excluded from the sampling frame; sampled members refuse to answer some of the survey questions (item nonresponse) or all of the survey questions (questionnaire nonresponse); mistakes are made during data editing, coding, or entry; the responses that respondents provide differ from the “true” responses; or measurement instruments such as tests or questionnaires fail to measure the character-istics they are intended to measure. Although nonsampling errors due to questionnaire and item nonresponse can be reduced somewhat by the adjustment of sample weights and imputation procedures, correcting nonsampling errors or gauging the effects of these errors is usually diffi cult.

Sampling errors occur because observations are made on samples rather than on en-tire populations. Surveys of population universes are not subject to sampling errors. Estimates based on a sample will differ somewhat from those that would have been obtained by a complete census of the relevant population using the same survey in-struments, instructions, and procedures. The standard error of a statistic is a measure of the variation due to sampling; it indicates the precision of the statistic obtained in a particular sample. In addition, the standard errors for two sample statistics can be used to estimate the precision of the difference between the two statistics and to help deter-mine whether the difference based on the sample is large enough so that it represents the population difference.

Most of the data used in this report were obtained from complex sampling designs rather than a simple random design. The features of complex sampling require different techniques to calculate standard errors than are used for data collected using a simple random sampling. Therefore, calculation of standard errors requires procedures that are markedly different from the ones used when the data are from a simple random sample. The Taylor series approximation technique or the balanced repeated replica-


http://nces.ed.gov/surveys/ssocs

tion (BRR) method was used to estimate most of the statistics and their standard errors in this report. Figure A.3 lists the various methods used to compute standard errors for different datasets.

Standard error calculation for data from the National Crime Victimization Survey and the School Crime Supplement was based on the Taylor series approximation method using PSU and strata variables available from each dataset. For statistics based on all years of NCVS data, standard errors were derived from a formula developed by the U.S. Census Bureau, which consists of three generalized variance function (gvf) con-stant parameters that represent the curve fi tted to the individual standard errors calcu-lated using the Jackknife Repeated Replication technique. The formulas used to com-pute the adjusted standard errors associated with percentages or population counts can be found in fi gure A.3.

The coeffi cient of variation (Cv) represents the ratio of the standard error to the mean. As an attribute of a distribution, the Cv is an important measure of the reliability and accuracy of an estimate. In this report, the Cv was calculated for all estimates, and in cases where the Cv was at least 30 percent the estimates were noted with a ! symbol (interpret data with caution). In cases where the Cv was greater than 50 percent, the es-timate was determined not to meet reporting standards and was suppressed.

STATISTICAL PROCEDURES

The comparisons in the text have been tested for statistical signifi cance to ensure that the differences are larger than might be expected due to sampling variation. Unless otherwise noted, all statements cited in the report are statistically signifi cant at the .05 level. Several test procedures were used, depending upon the type of data being ana-lyzed and the nature of the statement being tested. The primary test procedure used in this report was the student’s t statistic, which tests the difference between two sample estimates, for example, between males and females. The formula used to compute the t statistic is as follows:

E1–E2 (1) t =

se12 +se2

2

where E1 and E2 are the estimates to be compared and se1 and se2 are their corre-sponding standard errors. Note that this formula is valid only for independent esti-mates. When the estimates are not independent (for example, when comparing a total percentage with that for a subgroup included in the total), a covariance term (i.e., 2*se1*se2) must be added to the denominator of the formula:

E1–E2 (2) t =

se12 +se2

2 +2*se1*se2



Once the t value was computed, it was compared with the published tables of values at certain critical levels, called alpha levels. For this report, an alpha value of .05 was used, which has a t value of 1.96. If the t value was larger than 1.96, then the differ-ence between the two estimates is statistically signifi cant at the 95 percent level.

A linear trend test was used when differences among percentages were examined rela-tive to ordered categories of a variable, rather than the differences between two dis-crete categories. This test allows one to examine whether, for example, the percentage of students using drugs increased (or decreased) over time or whether the percentage of students who reported being physically attacked in school increased (or decreased) with their age. Based on a regression with, for example, student’s age as the indepen-dent variable and whether a student was physically attacked as the dependent vari-able, the test involves computing the regression coeffi cient (b) and its corresponding standard error (se). The ratio of these two (b/se) is the test statistic t. If t is greater than 1.96, the critical value for one comparison at the .05 alpha level, the hypothesis that there is a linear relationship between student’s age and being physically attacked is not rejected.

Some comparisons among categories of an ordered variable with three or more lev-els involved a test for a linear trend across all categories, rather than a series of tests between pairs of categories. In this report, when differences among percentages were examined relative to a variable with ordered categories, Analysis of Variance (ANOVA) was used to test for a linear relationship between the two variables. To do this, ANOVA models included orthogonal linear contrasts corresponding to successive levels of the independent variable. The squares of the Taylorized standard errors (that is, standard er-rors that were calculated by the Taylor series method), the variance between the means, and the unweighted sample sizes were used to partition the total sum of squares into within- and between-group sums of squares. These were used to create mean squares for the within- and between-group variance components and their corresponding F sta-tistics, which were then compared with published values of F for a signifi cance level of .05. Signifi cant values of both the overall F and the F associated with the linear contrast term were required as evidence of a linear relationship between the two variables.

Appendix A: Technical Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

Figure A.1.—Descriptions of data sources and samples used in the report

Year of Response Sample

Data source Target population survey rate (%) size

1992–ongoing 78 (Schools)1 N/A

1992–2004 91 N/A

1992–2003 100 N/A

1992–2004

(Annual) About

2004 78 74,300

1995 7429,700

1999 7328,400

2001 7228,400

2003 6427,200

2005 5626,300

1993 70216,300

1995 60210,900

1997 69216,300

1999 66215,300

2001 63213,600

2003 67215,200

2005 67213,900

2003 60–902 1,000–

9,300

2005 61–932 900–

9,700

NOTE: See notes at end of figure.

Representative samples of students in grades 9–12 in each state. All except a few state samples include only public schools.

State Youth Risk Behavior Survey (CDC)

School Crime Supplement (BJS/NCES)

A nationally representative sample of students ages 12–18 enrolled in public and private schools during the 6 months prior to the interview.

National Youth Risk Behavior Survey (CDC)

A nationally representative sample of students enrolled in grades 9–12 in public and private schools at the time of the survey.

Web-based Injury Statistics Query and Reporting System™ Fatal (CDC)

Death certificate data reported to the National Center for Health Statistics.

National Crime Victimization Survey (BJS)

A nationally representative sample of individuals 12 years of age and older living in households and group quarters.

School-Associated Violent Deaths Surveillance Study (CDC)

Population of school-associated violent deaths in the United States between July 1, 1992, and June 30, 2005. Data collected from two sources: a school official and a police official.

Supplementary Homicide Reports (FBI)

Population of criminal homicides in the United States from January 1976–December 2004.

Figure A.1. Descriptions of data sources and samples used in the report


Figure A.1.—Descriptions of data sources and samples used in the report—Continued

Year of Response Sample

Data source Target population survey rate (%) size

1993–1994 88 (Public)357,000

80 (Private)311,500

1999–2000 77 (Public)356,300

67 (Private)310,800

86 (BIA)3 500

72 (Public Charter)34,400

2003–2004 76 (Public)352,500

70 (Private)310,000

86 (BIA)3 700

1999–2000 7022,300

2003–2004 7722,800

1 The interviews conducted on cases between July 1, 1994, and June 30, 1999 achieved a response rate of 97 percent for police officials and

78 percent for school officials. Data for subsequent study years are preliminary and subject to change.2 Unweighted response rate.3 Overall weighted response rate.

NOTE: Sample sizes are rounded to the nearest 100.

School Survey on Crime and Safety (NCES)

A nationally representative sample of regular public elementary, middle, and secondary schools.

Schools and Staffing Survey (Teacher Survey) (NCES)

A nationally representative sample of public and private school teachers from grades K–12.

Figure A.1. Descriptions of data sources and samples used in the report—Continued


Figu

re A

.2.—

Wor

ding

of s

urve

y qu

esti

ons

used

to

cons

truc

t in

dica

tors

Cha

pter

, Ind

icat

or, a

nd S

urve

yQ

uest

ions

Res

pons

e ca

tego

ries

Non

fata

l Stu

dent

Vic

tim

izat

ion

Indi

cato

r 2.

Inci

denc

e of

Vic

timiz

atio

n at

Sch

ool a

nd A

way

Fro

m S

choo

l

N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey1

(S

cree

n Q

uest

ionn

aire

)

I’m g

oing

to r

ead

som

e ex

ampl

es th

at w

ill g

ive

you

an id

ea o

f the

kin

ds o

f cri

mes

this

stu

dy c

over

s.

As

I go

thro

ugh

them

, tel

l me

if an

y of

thes

e ha

ppen

ed to

you

in th

e la

st 6

mon

ths.

Tha

t is,

sin

ce

(dat

e). W

as s

omet

hing

bel

ongi

ng to

you

sto

len,

suc

h as

: T

hing

s th

at y

ou c

arry

, lik

e lu

ggag

e, a

wal

let,

purs

e, b

rief

case

, boo

k C

loth

ing,

jew

elry

, or

calc

ulat

or

Bic

ycle

or

spor

ts e

quip

men

t O

r di

d a n

yone

atte

mpt

to s

teal

any

thin

g be

long

ing

to y

ou?

Yes

/No;

if y

es, w

hat h

appe

ned?

If

yes,

how

man

y tim

es?

(Oth

er th

an a

ny in

cide

nts

alre

ady

men

tione

d,) s

ince

(dat

e) w

ere

you

atta

cked

or

thre

a ten

ed o

r di

d yo

u ha

ve s

omet

hing

sto

len

from

you

At w

ork

or s

choo

l O

r di

d an

yone

atte

mpt

to a

ttack

or

atte

mpt

to s

teal

any

thin

g be

long

ing

to y

ou fr

om a

ny o

f the

se p

lace

s?

Yes

/No;

if y

es, w

hat h

appe

ned?

If

yes,

how

man

y tim

es?

(Oth

er th

an a

ny in

cide

nts

alre

ady

men

tione

d,) h

as a

nyon

e at

tack

ed o

r th

reat

ened

you

in a

ny o

f the

se

way

s (e

xclu

de te

leph

one

thre

ats)

: W

ith a

ny w

eapo

n, fo

r in

stan

ce, a

gun

or

knife

W

ith a

nyth

ing

like

a ba

seba

ll ba

t, fr

ying

pan

, sci

ssor

s, o

r st

ick

By

som

ethi

ng th

row

n, s

uch

as a

roc

k or

bot

tle

Inc

lude

any

gra

bbin

g, p

unch

ing,

or

chok

ing

Any

rap

e, a

ttem

pted

rap

e, o

r ot

her

type

of s

exua

l atta

ck

Any

face

to fa

ce th

reat

s O

r an

y at

tack

or

thre

at o

r us

e of

forc

e by

any

one

at a

ll?

Ple

ase

men

tion

it ev

en if

you

are

not

cer

tain

it w

as a

cri

me.

Yes

/No;

if y

es, w

hat h

appe

ned?

If

yes,

how

man

y tim

es?

Peop

le o

ften

don’

t thi

nk o

f inc

iden

ts c

omm

itted

by

som

eone

they

kno

w. (

Oth

er th

an a

ny in

cide

nts

alre

ady

men

tione

d,) d

id y

ou h

ave

som

ethi

ng s

tole

n fr

om y

ou o

r w

ere

you

atta

cked

or

thre

aten

ed b

y (e

xclu

de te

leph

one

thre

ats)

: S

omeo

ne a

t wor

k or

sch

ool?

Yes

/No;

if y

es, w

hat h

appe

ned?

If ye

s, h

ow m

any

times

?

Inci

dent

s in

volv

ing

forc

ed o

r un

wan

ted

sexu

al a

cts

a re

ofte

n di

fficu

lt to

talk

abo

ut. (

Oth

er th

an a

ny

inci

dent

s al

read

y m

entio

ned,

) hav

e yo

u be

en fo

rced

or

coer

ced

to e

ngag

e in

unw

ante

d se

xual

ac

tivity

by:

S

omeo

ne y

ou d

idn’

t kno

w b

efo r

e A

cas

ual a

cqua

inta

nce

Or

som

eone

you

kno

w w

ell?

Yes

/No;

if y

es, w

hat h

appe

ned?

If ye

s, h

ow m

any

times

?

NO

TE: S

ee n

otes

at e

nd o

f fig

ure.

Figu

re A

.2.

Wor

ding

of

surv

ey q

uest

ions

use

d to

con

stru

ct in

dica

tors


Figu

re A

.2.—

Wor

ding

of s

urve

y qu

esti

ons

used

to

cons

truc

t in

dica

tors

—C

onti

nued

Cha

pter

, Ind

icat

or, a

nd S

urve

yQ

uest

ions

Res

pons

e ca

tego

ries

N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey1

(In

cide

nt R

epor

t)

Whe

re d

id th

is in

cide

nt h

appe

n?In

ow

n ho

me

or lo

dgin

g/N

ear

own

hom

e/A

t, in

, or

near

a fr

iend

’s/

rela

tive’

s/ne

ighb

or’s

hom

e/C

omm

erci

al p

lace

s/Pa

rkin

g lo

ts/

gara

ges/

Scho

ol/O

pen

area

s, o

n st

reet

or

pub

lic tr

ansp

orta

tion/

Oth

er

W

hat w

ere

you

doin

g w

hen

this

inci

dent

(hap

pene

d/st

arte

d)?

Wor

king

or

on d

uty/

On

the

way

to

or fr

om w

ork/

On

the

way

to o

r fr

om

scho

ol/O

n th

e w

ay to

or

from

oth

er

plac

e/Sh

oppi

ng, e

rran

ds/A

ttend

ing

scho

ol/L

eisu

re a

ctiv

ity a

way

from

ho

me/

Slee

ping

/Oth

er a

ctiv

ities

at

hom

e/O

ther

Indi

cato

r 3.

Pre

vale

nce

of V

ictim

izat

ion

at S

choo

l

Sc

hool

Cri

me

Supp

lem

ent1

Der

ived

from

NC

VS

Scre

en Q

uest

ionn

aire

and

Inci

dent

Rep

ort (

see

info

rmat

ion

for

Indi

cato

r 2)

.

Indi

cato

r 4.

Thr

eats

and

Inju

ries

With

Wea

pons

on

Scho

ol P

rope

rty

Y

outh

Ris

k B

ehav

ior

Surv

eyD

urin

g th

e pa

st 1

2 m

onth

s, h

ow m

any

times

has

som

eone

thre

aten

ed o

r in

jure

d yo

u w

ith a

wea

pon

such

as

a gu

n, k

nife

, or

club

on

scho

ol p

rope

rty?

0 tim

es/1

tim

e/2–

3 tim

es/4

–5tim

es/6

–7 ti

mes

/8–9

tim

es/1

0–11

times

/12

or m

ore

times

Non

fata

l Tea

cher

Vic

tim

izat

ion

Indi

cato

r 5.

Tea

cher

s Th

reat

ened

With

Inju

ry o

r A

ttack

ed b

y St

uden

ts

Sc

hool

s an

d St

affin

g Su

rvey

1H

as a

stu

dent

from

this

sch

ool t

hrea

tene

d to

inju

re y

ou in

the

past

12

mon

ths?

Yes

/No

Has

a s

tude

nt fr

om th

is s

choo

l phy

sica

lly a

ttack

ed y

ou in

the

past

12

mon

ths?

Yes

/No

NO

TE: S

ee n

otes

at e

nd o

f fig

ure.

Figu

re A

.2.

Wor

ding

of

surv

ey q

uest

ions

use

d to

con

stru

ct in

dica

tors

—C

onti

nued


Figu

re A

.2.—

Wor

ding

of s

urve

y qu

esti

ons

used

to

cons

truc

t in

dica

tors

—C

onti

nued

Cha

pter

, Ind

icat

or, a

nd S

urve

yQ

uest

ions

Res

pons

e ca

tego

ries

Scho

ol E

nvir

onm

ent

Indi

cato

r 6.

Vio

lent

and

Oth

er In

cide

nts

at P

ublic

Sch

ools

and

Tho

se R

epor

ted

to th

e Po

lice

Sc

hool

Sur

vey

on C

rim

e an

d Sa

fety

1Pl

ease

pro

vide

the

num

ber

of in

cide

nts

your

sch

ool r

ecor

ded

duri

ng th

e 20

03–2

004

scho

ol y

ear

for

the

offe

nses

list

ed b

elow

. R

ape

or a

ttem

pted

rap

e S

exua

l bat

tery

oth

er th

an r

ape

(incl

ude

thre

aten

ed r

ape)

Rob

bery

(tak

ing

thin

gs b

y fo

rce)

with

a w

eapo

n R

obbe

ry (t

akin

g th

ings

by

forc

e) w

ithou

t a w

eapo

n P

hysi

cal a

ttack

or

fight

with

a w

eapo

n P

hysi

cal a

ttack

or

fight

with

out a

wea

pon

Thr

eats

of p

hysi

cal a

ttack

with

a w

eapo

n T

hrea

ts o

f phy

sica

l atta

ck w

itho u

t a w

eapo

n T

heft/

larc

eny

(taki

ng th

ings

ove

r $1

0 w

ithou

t per

sona

l con

fron

tatio

n) P

osse

ssio

n of

fire

arm

/exp

losi

ve d

evic

e P

osse

ssio

n of

kni

fe o

r sh

arp

obje

ct w

ith in

tent

to h

arm

Dis

trib

utio

n of

ille

gal d

rugs

Pos

sess

ion

or u

se o

f alc

ohol

or

illeg

al d

rugs

Van

dalis

m

Tota

l num

ber

of r

ecor

ded

inci

dent

s/N

umbe

r re

port

ed to

pol

ice

or o

ther

la

w e

nfor

cem

ent

Indi

cato

r 7.

Dis

cipl

ine

Prob

lem

s R

epor

ted

by P

ublic

Sch

ools

Sc

hool

Sur

vey

on C

rim

e an

d Sa

fety

1To

the

best

of y

our

know

ledg

e, h

ow o

ften

did

the

follo

win

g ty

pes

of p

robl

ems

occu

r at

you

r sc

hool

? S

tude

nt r

acia

l ten

sion

s S

tude

nt b

ully

ing

Stu

dent

ver

bal a

buse

of t

each

ers

Wid

espr

ead

diso

rder

in c

lass

room

s S

tude

nt a

cts

of d

isre

spec

t for

teac

hers

Gan

g ac

tiviti

es C

ult o

r ex

trem

ist g

roup

act

iviti

es

Hap

pens

dai

ly/H

appe

ns a

t lea

ston

ce a

wee

k/H

appe

ns a

t lea

ston

ce a

mon

th/H

appe

ns o

n oc

casi

on/N

ever

hap

pens

Indi

cato

r 8.

Stu

dent

s’ R

epor

ts o

f Gan

gs a

t Sch

ool

Sc

hool

Cri

me

Supp

lem

ent1

Are

ther

e an

y ga

ngs

at y

our

scho

ol?

Yes

/No/

Don

’t kn

ow

Indi

cato

r 9.

Stu

dent

s’ R

epor

ts o

f Dru

g A

vaila

bilit

y on

Sch

ool P

rope

rty

Y

outh

Ris

k B

ehav

ior

Surv

eyD

urin

g th

e pa

st 1

2 m

onth

s, h

as a

nyon

e of

fere

d, s

old,

or

give

n yo

u an

ille

gal d

rug

on s

choo

l pr

oper

ty?

Yes

/No

NO

TE: S

ee n

otes

at e

nd o

f fig

ure.

Figu

re A

.2.

Wor

ding

of

surv

ey q

uest

ions

use

d to

con

stru

ct in

dica

tors

—C

onti

nued


Figu

re A

.2.—

Wor

ding

of s

urve

y qu

esti

ons

used

to

cons

truc

t in

dica

tors

—C

onti

nued

Cha

pter

, Ind

icat

or, a

nd S

urve

yQ

uest

ions

Res

pons

e ca

tego

ries

Indi

cato

r 10

. Stu

dent

s’ R

epor

ts o

f Bei

ng C

alle

d H

ate-

Rel

ated

Wor

ds a

nd S

eein

g H

ate-

Rel

ated

Gra

ffiti

Sc

hool

Cri

me

Supp

lem

ent1

Dur

ing

the

last

6 m

onth

s, h

as a

nyon

e ca

lled

you

a de

roga

tory

or

bad

nam

e at

sch

ool h

avin

g to

do

with

you

r ra

ce, r

elig

ion,

eth

nic

back

grou

nd o

r na

tiona

l ori

gin,

dis

abili

ty, g

ende

r, o

r se

xual

or

ient

atio

n? W

e ca

ll th

ese

hate

-rel

ated

wor

ds.

Yes

/No

Wer

e an

y of

the

hate

-rel

ated

wor

ds r

elat

ed to

….

You

r ra

ce?

You

r re

ligio

n? Y

our

ethn

ic b

ackg

roun

d or

nat

iona

l ori

gin

(for

exam

ple

peop

le o

f Hi s

pani

c or

igin

)? A

ny d

isab

ility

(by

this

I m

ean

phys

ical

, men

tal,

or d

evel

opm

enta

l dis

abili

ties)

you

may

hav

e? Y

our

gend

er?

You

r se

xual

ori

enta

tion?

Yes

/No/

Don

’t kn

ow

Dur

ing

the

last

6 m

onth

s, h

ave

you

seen

any

hat

e-re

late

d w

ords

or

sym

bols

wri

tten

in s

choo

l cl

assr

oom

s, s

choo

l bat

hroo

ms,

sch

ool h

allw

ays,

or

on th

e ou

tsid

e of

you

r sc

hool

bui

ldin

g?Y

es/N

o

Indi

cato

r 11

. Bul

lyin

g at

Sch

ool

Sc

hool

Cri

me

Supp

lem

ent1

Now

I ha

ve s

ome

ques

tions

abo

ut w

hat s

tude

nts

do a

t sch

ool t

hat m

ake

you

feel

bad

or

are

hurt

ful t

o yo

u. W

e of

ten

refe

r to

this

as

bein

g bu

llied

. You

may

incl

ude

even

ts y

ou to

ld m

e ab

out

alre

ady.

Dur

ing

the

last

6 m

onth

s , h

as a

ny o

ther

stu

dent

bul

lied

you?

Tha

t is,

has

ano

ther

stu

dent

...

Mad

e fu

n of

you

, cal

led

you

nam

es,

or in

sulte

d yo

u/Sp

read

rum

ors

abou

t yo

u/Th

reat

ened

you

with

har

m/

Push

ed y

ou, s

hove

d yo

u, tr

ippe

d yo

u, o

r sp

it on

you

/Tri

ed to

mak

e yo

u do

thin

gs y

ou d

id n

ot w

ant t

o do

, for

exa

mpl

e, g

ive

them

mon

ey o

r ot

her

thin

gs/E

xclu

ded

you

from

ac

tiviti

es o

n pu

rpos

e/D

estr

oyed

you

r pr

oper

ty o

n pu

rpos

e/N

one

of th

e ab

ove

Dur

ing

the

last

6 m

onth

s, h

ow o

ften

did

(this

thin

g/th

ese

thin

gs) h

appe

n to

you

?O

nce

or tw

ice

in th

e la

st 6

mon

ths/

Onc

e or

twic

e a

mon

th/O

nce

or

twic

e a

wee

k/A

lmos

t eve

ry d

ay/

Don

’t kn

ow

NO

TE: S

ee n

otes

at e

nd o

f fig

ure.

Figu

re A

.2.

Wor

ding

of

surv

ey q

uest

ions

use

d to

con

stru

ct in

dica

tors

—C

onti

nued


Figu

re A

.2.—

Wor

ding

of s

urve

y qu

esti

ons

used

to

cons

truc

t in

dica

tors

—C

onti

nued

Cha

pter

, Ind

icat

or, a

nd S

urve

yQ

uest

ions

Res

pons

e ca

tego

ries

Did

(thi

s ev

ent/t

hese

eve

nts)

occ

ur …

In th

e sc

hool

bui

ldin

g (fo

r ex

ampl

e in

a c

lass

room

, hal

lway

, or

gym

nasi

um)/O

utsi

de o

n sc

hool

gr

ound

s/O

n a

scho

ol b

us/

Som

ewhe

re e

lse

Wha

t wer

e th

e in

juri

es y

ou s

uffe

red

as a

re s

ult o

f bei

ng p

ushe

d, s

hove

d, tr

ippe

d, o

r sp

it on

?N

one/

Bru

ises

or

swel

ling/

Cut

s,

scra

tche

s, o

r sc

rape

s/B

lack

eye

/B

lood

y no

se/T

eeth

chi

pped

or

knoc

ked

out/B

roke

n bo

nes/

Inte

rnal

inju

ries

/Kno

cked

un

cons

ciou

s/O

ther

Figh

ts, W

eapo

ns, a

nd I

llega

l Sub

stan

ces

Indi

cato

r 12

. Phy

sica

l Fig

hts

on S

choo

l Pro

pert

y an

d A

nyw

here

Y

outh

Ris

k B

ehav

ior

Surv

eyD

urin

g th

e pa

st 1

2 m

onth

s, h

ow m

any

times

wer

e yo

u in

a p

hysi

cal f

ight

?0

times

/1 ti

me/

2 or

3 ti

mes

/4 o

r 5

times

/6 o

r 7

times

/8 o

r 9

times

/10

or

11 ti

mes

/12

or m

ore

time s

Dur

ing

the

past

12

mon

ths,

how

man

y tim

es w

ere

you

in a

phy

sica

l fig

ht o

n sc

hool

pro

pert

y?0

times

/1 ti

me/

2 or

3 ti

mes

/4 o

r 5

times

/6 o

r 7

times

/8 o

r 9

times

/10

or

11 ti

mes

/12

or m

ore

times

Indi

cato

r 13

. Stu

dent

s C

arry

ing

Wea

pons

on

Scho

ol P

rope

rty

and

Any

whe

re

Y

outh

Ris

k B

ehav

ior

Surv

eyD

urin

g th

e pa

st 3

0 da

ys, o

n ho

w m

any

days

did

you

car

ry a

wea

pon

such

as

a gu

n, k

nife

, or

club

?0

days

/1 d

ay/2

or

3 da

ys/4

or

5 da

ys/

6 or

mor

e da

ys

Dur

ing

the

past

30

days

, on

how

man

y da

ys d

id y

ou c

arry

a w

eapo

n su

ch a

s a

gun,

kni

fe, o

r cl

ub o

n sc

hool

pro

pert

y?0

days

/1 d

ay/2

or

3 da

ys/4

or

5 da

ys/

6 or

mor

e da

ys

Indi

cato

r 14

. Stu

dent

s’ U

se o

f Alc

ohol

on

Scho

ol P

rope

rty

and

Any

whe

re

Y

outh

Ris

k B

ehav

ior

Surv

eyD

urin

g th

e pa

st 3

0 da

ys, o

n ho

w m

any

days

did

you

hav

e at

leas

t one

dri

nk o

f alc

ohol

?0

days

/1 o

r 2

d ays

/3 to

5 d

ays/

6 to

9

days

/10

to 1

9 da

ys/2

0 to

29

days

/al

l 30

days

Dur

ing

the

past

30

days

, on

how

man

y da

ys d

id y

ou h

ave

at le

ast o

ne d

rink

of a

lcoh

ol o

n sc

hool

pr

oper

ty?

0 da

ys/1

or

2 da

ys/3

to 5

day

s/6

to 9

da

ys/1

0 to

19

days

/20

to 2

9 da

ys/

all 3

0 da

ys

NO

TE: S

ee n

otes

at e

nd o

f fig

ure.

Figu

re A

.2.

Wor

ding

of

surv

ey q

uest

ions

use

d to

con

stru

ct in

dica

tors

—C

onti

nued


Figu

re A

.2.—

Wor

ding

of s

urve

y qu

esti

ons

used

to

cons

truc

t in

dica

tors

—C

onti

nued

Cha

pter

, Ind

icat

or, a

nd S

urve

yQ

uest

ions

Res

pons

e ca

tego

ries

Indi

cato

r 15

. Stu

dent

s’ U

se o

f Mar

ijuan

a on

Sch

ool P

rope

rty

and

Any

whe

re

Y

outh

Ris

k B

ehav

ior

Surv

eyD

urin

g th

e pa

st 3

0 da

ys, h

ow m

any

times

did

you

use

mar

ijuan

a?0

times

/1 o

r 2

times

/3 to

9 ti

mes

/10

to 1

9 tim

es/2

0 to

39

times

/40

or

mor

e tim

es

Dur

ing

the

past

30

days

, how

man

y tim

es d

id y

ou u

se m

ariju

ana

on s

choo

l pro

pert

y?0

times

/1 o

r 2

times

/3 to

9 ti

mes

/10

to 1

9 tim

es/2

0 to

39

times

/40

or

mor

e tim

es

Fear

and

Avo

idan

ce

Indi

cato

r 16

. Stu

dent

s’ P

erce

ptio

ns o

f Per

sona

l Saf

ety

at S

choo

l and

Aw

ay F

rom

Sch

ool

Sc

hool

Cri

me

Supp

lem

ent1

How

ofte

n ar

e yo

u af

raid

that

som

eone

will

atta

ck o

r ha

rm y

ou a

t sch

ool?

Nev

er/A

lmos

t nev

er/S

omet

imes

/M

ost o

f the

tim

e

How

ofte

n ar

e yo

u af

raid

that

som

eone

will

atta

ck o

r ha

rm y

ou o

n th

e w

ay to

and

from

sch

ool?

Nev

e r/A

lmos

t nev

er/S

omet

imes

/M

ost o

f the

tim

e

Bes

ides

the

times

you

are

at s

choo

l, ho

w o

ften

are

you

afra

id th

at s

omeo

ne w

ill a

ttack

or

harm

you

?N

ever

/Alm

ost n

ever

/Som

etim

es/

Mos

t of t

he ti

me

Indi

cato

r 17

. Stu

dent

s’ R

epor

ts o

f Avo

idin

g Sc

hool

Act

iviti

es o

r Sp

ecifi

c Pl

aces

in S

choo

l

Sc

hool

Cri

me

Supp

lem

ent1

Dur

ing

the

last

6 m

onth

s, th

at is

, sin

ce _

____

__1s

t, 20

04, d

id y

ou s

tay

away

from

any

of t

he

follo

win

g pl

aces

bec

ause

you

thou

ght s

omeo

ne m

ight

atta

ck o

r ha

rm y

ou th

ere?

The

ent

ranc

e in

to th

e sc

hool

Any

hal

lway

s or

sta

irs

in s

choo

l P

arts

of t

he s

choo

l caf

eter

ia A

ny s

choo

l res

troo

ms

Oth

er p

lace

s in

side

the

scho

ol b

uild

ing

Yes

/No

Did

you

avo

id a

ny e

xtra

-cur

ricu

lar

activ

ities

at y

our

scho

ol b

ecau

se y

ou th

ough

t som

eone

mig

ht

att a

ck o

r ha

rm y

ou?

Yes

/No

Did

you

avo

id a

ny c

lass

es b

ecau

se y

ou th

ough

t som

eone

mig

ht a

ttack

or

harm

you

?Y

es/N

o

Did

you

sta

y ho

me

from

sch

ool b

ecau

se y

ou th

ough

t som

eone

mig

ht a

ttack

or

harm

you

at s

choo

l, or

goi

ng to

or

from

sch

ool?

Y

es/N

o

NO

TE: S

ee n

otes

at e

nd o

f fig

ure.

Figu

re A

.2.

Wor

ding

of

surv

ey q

uest

ions

use

d to

con

stru

ct in

dica

tors

—C

onti

nued


Figu

re A

.2.—

Wor

ding

of s

urve

y qu

esti

ons

used

to

cons

truc

t in

dica

tors

—C

onti

nued

Cha

pter

, Ind

icat

or, a

nd S

urve

yQ

uest

ions

Res

pons

e ca

tego

ries

Dis

cipl

ine,

Saf

ety,

and

Sec

urit

y M

easu

res

Indi

cato

r 18

. Ser

ious

Dis

cipl

inar

y A

ctio

ns T

aken

by

Publ

ic S

choo

ls

Sc

hool

Sur

vey

on C

rim

e an

d Sa

fety

1D

urin

g th

e 20

03–2

004

scho

ol y

ear,

how

man

y st

uden

ts w

ere

invo

lved

in c

omm

ittin

g th

e fo

llow

ing

offe

nses

, and

how

man

y of

the

follo

win

g di

scip

linar

y ac

tions

wer

e ta

ken

in r

espo

nse?

Use

/pos

sess

ion

of a

fire

arm

/exp

losi

ve d

evic

e U

se/p

osse

ssio

n of

a w

eapo

n ot

her

than

a fi

rear

m D

istr

ibut

ion,

pos

sess

ion,

or

use

of il

lega

l dru

gs D

istr

ibut

ion,

pos

sess

ion,

or

use

of a

lcoh

ol

Phy

sica

l atta

cks

or fi

ghts

Ins

ubor

dina

tion

Tota

l stu

dent

s in

volv

e d in

rec

orde

d of

fens

es (r

egar

dles

s of

dis

cipl

inar

y ac

tion)

/Rem

oval

s w

ith n

o co

ntin

uin g

sc

hool

ser

vice

s fo

r at

leas

t the

re

mai

nder

of t

he s

choo

l yea

r/Tr

ansf

ers

to s

peci

aliz

ed s

choo

ls fo

r di

scip

linar

y re

ason

s/O

ut-o

f-sc

hool

su

spen

sion

s la

stin

g 5

days

or

mor

e,

but l

ess

than

the

rem

aind

er o

f the

sc

hool

yea

r/O

ther

dis

cipl

inar

y ac

tion

(e.g

., su

spen

sion

less

than

5

days

, det

entio

n, e

tc.)

Indi

cato

r 19

. Saf

ety

and

Secu

rity

Mea

sure

s Ta

ken

by P

ublic

Sch

ools

Sc

hool

Sur

vey

on C

rim

e an

d Sa

fety

1D

urin

g th

e 20

03–2

004

scho

ol y

ear,

was

it a

pra

ctic

e of

you

r sc

hool

to d

o th

e fo

llow

ing?

R

equi

re v

isito

rs to

sig

n or

che

ck in

Con

trol

acc

ess

to s

choo

l bui

ldin

gs d

urin

g sc

hool

hou

rs (e

.g.,

lock

ed o

r m

onito

red

door

s)

Con

trol

acc

ess

to s

choo

l gro

unds

dur

ing

scho

ol h

ours

(e.g

., lo

cked

or

mon

itore

d ga

tes)

Req

uire

stu

dent

s to

pas

s th

roug

h m

etal

det

ecto

rs e

ach

day

Req

uire

vis

itors

to p

ass

thro

ugh

met

al d

etec

tors

P

erfo

rm o

ne o

r m

ore

rand

om m

etal

det

ecto

r ch

ecks

on

stud

ents

U

se o

ne o

r m

ore

rand

om d

og s

niffs

to c

heck

for

drug

s

Per

form

one

or

mor

e ra

ndom

sw

eeps

for

cont

raba

nd (e

.g.,

drug

s or

wea

pons

), bu

t not

in c

ludi

ng d

og s

niffs

R

equi

re c

lear

boo

k ba

gs o

r ba

n bo

ok b

ags

on s

choo

l gro

unds

R

equi

re s

tude

nts

to w

ear

badg

es o

r pi

ctur

e ID

s

Req

uire

facu

lty a

nd s

taff

to w

ear

badg

es o

r pi

ctur

e ID

s

Use

one

or

mor

e se

c uri

ty c

amer

as to

mon

itor

the

scho

ol

Yes

/No

NO

TE: S

ee n

otes

at e

nd o

f fig

ure.

Figu

re A

.2.

Wor

ding

of

surv

ey q

uest

ions

use

d to

con

stru

ct in

dica

tors

—C

onti

nued


Figu

re A

.2.—

Wor

ding

of s

urve

y qu

esti

ons

used

to

cons

truc

t in

dica

tors

—C

onti

nued

Cha

pter

, Ind

icat

or, a

nd S

urve

yQ

uest

ions

Res

pons

e ca

tego

ries

Indi

cato

r 20

. Stu

dent

s’ R

epor

ts o

f Saf

ety

and

Secu

rity

Mea

sure

s O

bser

ved

at S

choo

l

Sc

hool

Cri

me

Supp

lem

ent1

Doe

s yo

ur s

choo

l tak

e an

y m

easu

res

to m

ake

sure

stu

dent

s ar

e sa

fe?

For

exam

ple,

doe

s th

e sc

hool

ha

ve:

Sec

urity

gua

rds

or a

ssig

ned

polic

e of

ficer

s? O

ther

sch

ool s

taff

or o

ther

adu

lts s

uper

visi

ng th

e ha

llway

? M

etal

det

ect o

rs?

Loc

ked

entr

ance

or

exit

door

s du

ring

the

day?

A r

equi

rem

ent t

hat v

isito

rs s

ign

in?

Loc

ker

chec

ks?

A r

equi

rem

ent t

hat s

tude

nts

wea

r ba

dges

or

pict

ure

iden

tific

atio

n? O

ne o

r m

ore

s ecu

rity

cam

eras

to m

onito

r th

e sc

hool

? A

cod

e of

stu

dent

con

duct

, tha

t is,

a s

et o

f wri

tten

rule

s or

gui

delin

es th

at th

e sc

hool

pro

vide

s yo

u?

Yes

/No/

Don

’t kn

ow

1 R

eade

rs s

houl

d no

te th

at th

is ta

ble

refle

cts

the

mos

t rec

ent v

ersi

on o

f the

NC

VS

(200

4), S

SOC

S (2

004)

, SA

SS (2

004)

, and

SC

S (2

005)

inst

rum

ents

. Sur

vey

item

s sh

own

here

may

hav

e

chan

ged

from

pas

t NC

VS,

SSO

CS,

and

SC

S co

llect

ions

. Ple

ase

see

Indi

cato

rs o

f Sch

ool C

rim

e an

d Sa

fety

: 200

5fo

r pr

evio

usly

pub

lishe

d su

rvey

que

stio

ns.

2 Es

timat

es o

f tea

cher

vic

timiz

atio

ns in

clud

e cr

imes

occ

urri

ng to

teac

hers

at s

choo

l (lo

catio

n), o

r at

the

wor

ksite

(loc

atio

n), o

r w

hile

wor

king

(act

ivity

). Fo

r th

efts

, act

ivity

was

not

con

side

red,

si

nce

thef

ts o

f tea

cher

s’ p

rope

rty

kept

at s

choo

l can

occ

ur w

hen

teac

hers

are

not

pre

sent

.

SOU

RC

E: U

.S. D

epar

tmen

t of J

ustic

e, B

urea

u of

Just

ice

Stat

istic

s, N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey (N

CV

S), 1

992–

2004

. U.S

. Dep

artm

ent o

f Jus

tice,

Bur

eau

of Ju

stic

e St

atis

tics,

Sch

ool

Cri

me

Supp

lem

ent (

SCS)

to th

e N

atio

nal C

rim

e V

ictim

izat

ion

Surv

ey, v

ario

us y

ears

, 199

5–20

05. U

.S. D

epar

tmen

t of E

duca

tion,

Nat

iona

l Cen

ter

for

Educ

atio

n St

atis

tics,

Sch

ool S

urve

y on

Cri

me

and

Safe

ty (S

SOC

S), 2

004.

U.S

. Dep

artm

ent o

f Edu

catio

n, N

atio

nal C

ente

r fo

r Ed

ucat

ion

Stat

istic

s, S

choo

ls a

nd S

t affi

ng S

urve

y (S

ASS

), “P

ublic

Sch

ool T

each

er Q

uest

ionn

aire

,”

1993

–94,

199

9–20

00, a

nd 2

003–

04; “

Priv

ate

Scho

ol T

each

er Q

uest

ionn

aire

,” 1

993–

94, 1

999–

2000

, and

200

3–04

; “C

hart

er S

choo

l Que

stio

nnai

re,”

199

9–20

00; a

nd “

Bur

eau

of In

dian

Affa

irs

Teac

her

Que

stio

nnai

re,”

199

9–20

00 a

nd 2

003–

04. C

ente

rs fo

r D

isea

se C

ontr

ol a

nd P

reve

ntio

n, N

atio

nal C

ente

r fo

r C

hron

ic D

isea

se P

reve

ntio

n an

d H

ealth

Pro

mot

ion,

You

th R

isk

Beh

avio

r Su

rvei

llanc

e Sy

stem

(YR

BSS

), va

riou

s ye

a rs,

199

3–20

05.

Figu

re A

.2.

Wor

ding

of

surv

ey q

uest

ions

use

d to

con

stru

ct in

dica

tors

—C

onti

nued


Figure A.3.—Methods used to calculate standard errors of statistics for different surveys

Survey Year

National Crime Victimization Survey 1992 to 2004

Year a b c

1992 -0.00013407 4,872 3.858

1993 -0.00007899 2,870 2.273

1994 -0.00006269 2,278 1.804

1995 -0.00006269 2,278 1.804

1996 -0.00006863 2,494 1.975

1997 0.00016972 2,945 2.010

1998 0.00001297 2,656 3.390

1999 -0.00026646 2,579 2.826

2000 -0.00011860 2,829 2.868

2001 -0.00011330 2,803 2.905

2002 -0.00028000 2,852 2.701

2003 -0.00029301 3,059 2.872

2004 -0.00067069 2,932 1.758

School Crime Supplement 1995, 1999, 2001, 2003, and 2005

Method of calculation

Standard errors of crime level data and aggregated crime rates per 1,000 persons were calculated using three generalized variance function (gvf) constant parameters (denoted as a, b,and c ) and formulas published in the Methodology Section of Criminal Victimization in the United States—Statistical Tables (NCJ184938) on the Bureau of Justice Statistics website:http://www.ojp.usdoj.gov/bjs/abstract/cvusst.htm .

The formula used to calculate standard errors ( q ) of crime level data (x ) is:

Standard errors of percentage and population counts were calculated using the Taylor series approximation method using PSU and strata variables.

where x is the estimated number of crimes of interest, and a, b, and c are gvf constant parameters.

The formula used to calculate standard errors of aggregated crime rates per 1,000 persons ( r ) is:

where r is the aggregate crime rate (i.e., 1000*total crimes/ total population), y is the aggregated base population, and b and c are gvf constant parameters. The three gvf constant parameters associated with the specific years are:

- r) / cr ( (y) 1000r - r) /y br (1000 +

3/2 2 cx bx ax ++

Figure A.3. Methods used to calculate standard errors of statistics for different surveys

http://www.ojp.usdoj.gov/bjs/abstract/cvusst.htm


Figure A.3.—Methods used to calculate standard errors of statistics for different surveys—Continued

Survey Year

Youth Risk Behavior Survey 1993, 1995, 1997, 1999, 2001, 2003,and 2005

Schools and Staffing Survey 1993–1994,1999–2000,and 2003–2004

School Survey on Crime and Safety 1999–2000 and2003–2004

Jackknife replication method using replicate weights available from the dataset.

Balanced repeated replication method using replicate weights available from the dataset.

Taylor series approximation method using PSU and strata variables available from the dataset.

Method of calculation

Figure A.3. Methods used to calculate standard errors of statistics for different surveys—Con tin ued

GLOSSARY OF TERMSAppendix

B GENERAL TERMS

Cluster sampling Cluster sampling is a technique in which the sampling of respondents or

subjects occurs within clusters or groups. For example, selecting students by sampling

schools and the students that attend that school.

Crime Any violation of a statute or regulation or any act that the government has deter-

mined is injurious to the public, including felonies and misdemeanors. Such violation

may or may not involve violence, and it may affect individuals or property.

Incident A specifi c criminal act or offense involving one or more victims and one or more

offenders.

Multistage sampling A survey sampling technique in which there is more than one wave

of sampling. That is, one sample of units is drawn, and then another sample is drawn

within that sample. For example, at the fi rst stage, a number of Census blocks may be

sampled out of all the Census blocks in the United States. At the second stage, house-

holds are sampled within the previously sampled Census blocks.

Prevalence The percentage of the population directly affected by crime in a given period.

This rate is based upon specifi c information elicited directly from the respondent re-

garding crimes committed against his or her person, against his or her property, or

against an individual bearing a unique relationship to him or her. It is not based upon

perceptions and beliefs about, or reactions to, criminal acts.

School An education institution consisting of one or more of grades K through 12.

School crime Any criminal activity that is committed on school property.

School year The 12-month period of time denoting the beginning and ending dates for

school accounting purposes, usually from July 1 through June 30.

Stratifi cation A survey sampling technique in which the target population is divided into

mutually exclusive groups or strata based on some variable or variables (e.g., metro-

politan area) and sampling of units occurs separately within each stratum.

Unequal probabilities A survey sampling technique in which sampled units do not have

the same probability of selection into the sample. For example, the investigator may

oversample minority students in order to increase the sample sizes of minority students.

Minority students would then be more likely than other students to be sampled.

SPECIFIC TERMS USED IN VARIOUS SURVEYS

School-Associated Violent Deaths Surveillance Study

Homicide An act involving a killing of one person by another resulting from interpersonal

violence.

Appendix B: Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187


School-associated violent death A homicide or suicide in which the fatal injury occurred on

the campus of a functioning elementary or secondary school in the United States, while

the victim was on the way to or from regular sessions at such a school, or while the

victim was attending or traveling to or from an offi cial school-sponsored event. Victims

included nonstudents as well as students and staff members.

Suicide An act of taking one’s own life voluntarily and intentionally.

National Crime Victimization Survey

Aggravated assault Attack or attempted attack with a weapon, regardless of whether or not

an injury occurs, and attack without a weapon when serious injury results.

At school (students) Inside the school building, on school property (school parking area,

play area, school bus, etc.), or on the way to or from school.

Rape Forced sexual intercourse including both psychological coercion as well as physi-

cal force. Forced sexual intercourse means vaginal, anal, or oral penetration by the

offender(s). Includes attempts and verbal threats of rape. This category also includes

incidents where the penetration is from a foreign object, such as a bottle.

Robbery Completed or attempted theft, directly from a person, of property or cash by force

or threat of force, with or without a weapon, and with or without injury.

Rural A place not located inside the Metropolitan Statistical Area (MSA). This category in-

cludes a variety of localities, ranging from sparsely populated rural areas to cities with

populations of less than 50,000.

Serious violent crime Rape, sexual assault, robbery, or aggravated assault.

Sexual assault A wide range of victimizations, separate from rape or attempted rape. These

crimes include attacks or attempted attacks generally involving unwanted sexual con-

tact between the victim and offender. Sexual assault may or may not involve force and

includes such things as grabbing or fondling. Sexual assault also includes verbal threats.

Simple assault Attack without a weapon resulting either in no injury, minor injury, or an un-

determined injury requiring less than 2 days of hospitalization. Also includes attempted

assault without a weapon.

Suburban A county or counties containing a central city, plus any contiguous counties that

are linked socially and economically to the central city. On the data tables, suburban

areas are categorized as those portions of metropolitan areas situated “outside central

cities.”

Theft Completed or attempted theft of property or cash without personal contact.

Urban The largest city (or grouping of cities) in an MSA.

Victimization A crime as it affects one individual person or household. For personal crimes,

the number of victimizations is equal to the number of victims involved. The number

of victimizations may be greater than the number of incidents because more than one

person may be victimized during an incident.


Victimization rate A measure of the occurrence of victimizations among a specifi c popula-

tion group.

Violent crime Rape, sexual assault, robbery, aggravated assault, or simple assault.

School Crime Supplement

At school In the school building, on school property, on a school bus, or going to or from

school.

Gang Street gangs, fi ghting gangs, crews, or something else. Gangs may use common

names, signs, symbols, or colors. All gangs, whether or not they are involved in violent

or illegal activity, are included.

Serious violent crime Rape, sexual assault, robbery, or aggravated assault.

Total victimization Combination of violent victimization and theft. If a student reported an

incident of either type, he or she is counted as having experienced any victimization. If

the student reported having experienced both, he or she is counted once under “total

victimization.”

Violent crime Rape, sexual assault, robbery, aggravated assault, or simple assault.

Youth Risk Behavior Survey

Illegal drugs Examples of illegal drugs were marijuana, cocaine, inhalants, steroids, or pre-

scription drugs without a doctor’s permission, heroin, and methamphetamines.

On school property On school property is included in the question wording, but was not

defi ned for respondents.

Rural school is located outside a Metropolitan Statistical Area (MSA).

Suburban school is located inside a MSA, but outside the “central city.”

Urban school is located inside a MSA and inside the “central city.”

Weapon Examples of weapons appearing in the questionnaire include guns, knives, and

clubs.

Schools and Staffi ng Survey

Central city A large central city (a central city of a Metropolitan Statistical Area [MSA] with

population greater than or equal to 400,000, or a population density greater than or

equal to 6,000 per square mile) or a midsize central city (a central city of an MSA, but

not designated as a large central city).

Elementary school A school in which the lowest grade is less than or equal to grade 6 and

the highest grade is less than or equal to grade 8.

Elementary school teachers An elementary school teacher is one who, when asked for the

grades taught, checked: (1) only “ungraded” and was designated as an elementary

teacher on the list of teachers provided by the school; (2) 6th grade or lower or “un-

graded,” and no grade higher than 6th; (3) 6th grade or lower and 7th grade or higher,


and reported a primary assignment of prekindergarten, kindergarten, or general elemen-

tary; (4) 7th and 8th grades only, and reported a primary assignment of prekindergarten,

kindergarten, or general elementary; (5) 6th grade or lower and 7th grade or higher,

and reported a primary assignment of special education and was designated as an ele-

mentary teacher on the list of teachers provided by the school; or (6) 7th and 8th grades

only, and reported a primary assignment of special education and was designated as an

elementary teacher on the list of teachers provided by the school. A teacher at a school

that has grade 6 or lower or one that is “ungraded” with no grade higher than the 8th.

Rural or small town Rural area (a place with a population of less than 2,500 and defi ned

as rural by the U.S. Census Bureau) or a small town (a place not within an Metropoli-

tan Statistical Area, with a population of less than 25,000, but greater than or equal to

2,500, and defi ned as nonurban by the U.S. Census Bureau).

Secondary school A school in which the lowest grade is greater than or equal to grade 7

and the highest grade is less than or equal to grade 12.

Secondary school teachers A secondary school teacher is one who, when asked for the

grades taught, checked: (1) “ungraded” and was designated as a secondary teacher

on the list of teachers provided by the school; (2) 6th grade or lower and 7th grade or

higher, and reported a primary assignment other than prekindergarten, kindergarten, or

general elementary; (3) 9th grade or higher, or 9th grade or higher and “ungraded”; (4)

7th and 8th grades only, and reported a primary assignment other than prekindergarten,

kindergarten, general elementary, or special education; (5) 7th and 8th grades only, and

reported a primary assignment of special education and was designated as a secondary

teacher on the list of teachers provided by the school; or (6) 6th grade or lower and 7th

grade or higher, or 7th and 8th grades only, and was not categorized above as either

elementary or secondary.

Urban fringe or large town Urban fringe of a large or midsize city (a place within an Met-

ropolitan Statistical Area (MSA) of a midsize central city and defi ned as urban by the

U.S. Census Bureau) or a large town (a place not within an MSA but with a population

greater or equal to 25,000 and defi ned as urban by the U.S. Census Bureau).

School Survey on Crime and Safety

At school/at your school Includes activities that happened in school buildings, on school

grounds, on school buses, and at places that held school-sponsored events or activities.

Unless otherwise specifi ed, respondents were instructed to report on activities that oc-

curred during normal school hours or when school activities/events were in session.

Combined schools Schools that include all combinations of grades, including K–12 schools,

other than primary, middle, and high schools (see defi nitions for these school levels

later in this section).

Cult or extremist group A group that espouses radical beliefs and practices, which may in-

clude a religious component, that are widely seen as threatening the basic values and

cultural norms of society at large.


Firearm/explosive device Any weapon that is designed to (or may readily be converted to)

expel a projectile by the action of an explosive. This includes guns, bombs, grenades,

mines, rockets, missiles, pipe bombs, or similar devices designed to explode and ca-

pable of causing bodily harm or property damage.

Gang 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.

High school A school in which the lowest grade is not lower than grade 9 and the highest

grade is not higher than grade 12.

Insubordination A deliberate and inexcusable defi ance of or refusal to obey a school rule,

authority, or a reasonable order. It includes but is not limited to direct defi ance of

school authority, failure to attend assigned detention or on-campus supervision, failure

to respond to a call slip, and physical or verbal intimidation/abuse.

Intimidation To frighten, compel, or deter by actual or implied threats. It includes bullying

and sexual harassment.

Middle school A school in which the lowest grade is not lower than grade 4 and the highest

grade is not higher than grade 9.

Physical attack or fi ght An actual and intentional touching or striking of another person

against his or her will, or the intentional causing of bodily harm to an individual.

Primary school A school in which the lowest grade is not higher than grade 3 and the high-

est grade is not higher than grade 8.

Rape Forced sexual intercourse (vaginal, anal, or oral penetration). Includes penetration

from a foreign object.

Robbery 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 vio-

lence and/or by putting the victim in fear. A key difference between robbery and theft/

larceny is that a threat or battery is involved in robbery.

Serious violent incidents Include rape, sexual battery other than rape, physical attacks or

fi ghts with a weapon, threats of physical attack with a weapon, and robbery with or

without a weapon.

Sexual battery An incident that includes threatened rape, fondling, indecent liberties, child

molestation, or sodomy. Principals were instructed that classifi cation of these incidents

should take into consideration the age and developmentally appropriate behavior of the

offenders.

Sexual harassment Unsolicited, offensive behavior that inappropriately asserts sexuality over

another person. The behavior may be verbal or nonverbal.

Specialized school A school that is specifi cally for students who were referred for disciplin-

ary reasons. The school may also have students who were referred for other reasons.

The school may be at the same location as the respondent’s school.


Theft/larceny Taking things over $10 without personal confrontation. Specifi cally, the

unlawful taking of another person’s property without personal confrontation, threat,

violence, or bodily harm. Included are pocket picking, stealing purse or backpack (if

left unattended or no force was used to take it from owner), theft from a building, theft

from a motor vehicle or motor vehicle parts or accessories, theft of bicycles, theft from

vending machines, and all other types of thefts.

Urbanicity As collected by the Common Core of Data and appended to the SSOCS data

fi le, city includes large cities and midsize cities, urban fringe includes urban fringe of

large and mid-sized cities, town includes large and small towns, and rural includes ru-

ral outside a MSA and inside an MSA.

Vandalism The willful damage or destruction of school property, including bombing, arson,

graffi ti, and other acts that cause property damage. Includes damage caused by com-

puter hacking.

Violent incidents Include rape, sexual battery other than rape, physical attacks or fi ghts with

or without a weapon, threats of physical attack with or without a weapon, and robbery

with or without a weapon.

Weapon Any instrument or object used with the intent to threaten, injure, or kill. Includes

look alikes if they are used to threaten others.

Documents

Indicators of School Crimecity schools were attacked by students, compared with 3 percent of teachers in urban fringe and 2 percent in rural schools. • Public school teachers were