Indicators of School Crime and Safety, 1999 U.S. Department of Education Office of Educational Research and Improvement National Center for Education Statistics U.S. Department of Justice Office of Justice Programs Bureau of Justice Statistics This report is one in a series. To determine if a more recent version is available, go to http://www.ojp.usdoj.gov/bjs/pubalp2.htm#indicators Phillip Kaufman Xianglei Chen Susan P. Choy MPR Associates, Inc. Sally A. Ruddy Amanda K. Miller Education Statistics Services Institute Kathryn A. Chandler Christopher D. Chapman National Center for Education Statistics Michael R. Rand Patsy Klaus Bureau of Justice Statistics U.S. Department of Education, Office of Educational Research and Improvement, NCES 1999-057 U.S. Department of Justice, Office of Justice Programs, NCJ-178906 U.S. Department of Education Richard W. Riley, Secretary U.S. Department of Justice Janet Reno, Attorney General Office of Educational Research and Improvement C. Kent McGuire, Assistant Secretary Office of Justice Programs Laurie O. Robinson, Assistant Attorney General National Center for Education Statistics Gary Phillips, Acting Commissioner Bureau of Justice Statistics Jan M. Chaiken, 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 fulfills a congressional mandate 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 significance of such statistics; assist state and local education agencies in improving their statistical systems; and report on education activities in foreign 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 efficient and evenhanded. September 1999 Suggested Citation Kaufman, P., Chen, X., Choy, S. P., Ruddy, S. A., Miller, A. K., Chandler, K. A., Chapman, C. D., Rand, M. R., and Klaus, P. Indicators of School Crime and Safety, 1999. U.S. Departments of Education and Justice. NCES 1999-057/NCJ-178906 Washington, D.C.: 1999. 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 1999-057) (TTY/TDD 1-877-576-7734), and the Bureau of Justice Statistics Clearinghouse at 1-800-732-3277 (NCJ-178906). Contact at NCES: Kathryn Chandler (202) 219-1767 (e-mail) kathryn_chandler@ed.gov Contact at BJS: Michael Rand (202) 616-3494 (e-mail) randm@ojp.usdoj.gov FOREWORD The renewed national focus on school crime and safety continues into the current school year, fueled not only by the tragic events in Colorado, Oregon, and elsewhere, but also by the more common but less serious violence that touches the lives of students, parents, teachers, and school officials. Solutions to any problem can only be developed if the programs and policies developed to address it are built on accurate information about the nature, extent, and scope of the problem. This report is intended to provide information that will assist in developing programs to prevent and cope with violence and crime in schools. This is the second edition of Indicators of School Crime and Safety, a joint effort by the Bureau of Justice Statistics and National Center for Education Statistics. The report provides detailed statistical information to inform the nation on the current nature of crime in schools, and is a companion document to the Annual Report on School Safety: 1999. The Annual Report is a joint publication of the Departments of Education and Justice that provides an overview of the nature and scope of school crime and describes actions schools and communities can take to address this critical issue. The two reports respond to a 1998 request by President Clinton for an annual report card on school violence. This edition of Indicators contains the most recent available data on school crime and safety drawn from a number of statistical series supported by the federal government. The data in the report can provide perspective on the extent of crime and violence in our schools, as well as some measure of our national response to this problem. We were not able to include in this edition the latest information about school-associated violent deaths, a key indicator of great interest to students, parents, teachers and others involved in addressing school violence. We anticipate that preliminary estimates from the Centers for Disease Control and Prevention's study on this topic will be included in the 1999 Annual Report, and the complete study will be submitted later this year for publication in the Journal of the American Medical Association. Electronic editions of this Indicators report will contain links to the data concerning school-associated violent deaths as soon as they are available. The Bureau of Justice Statistics and National Center for Education Statistics continue to work towards providing more timely and accurate data on the issue of school-related violence and safety. The results of the 1999 School Crime Supplement to the National Crime Victimization Survey will be included in next year's edition of Indicators, while the following year's report will contain data from a new survey of school administrators on crime and victimization in the schools. We hope that this ongoing series of data collections and reports will continue to help inform the President, Congress, and the American people about our nation's progress in providing our children with safe places to live and learn. Gary Phillips Acting Commissioner of Education Statistics Director of the Bureau of Justice Statistics Jan M. Chaiken, Ph.D. EXECUTIVE SUMMARY Schools should be safe and secure places for all students, teachers, and staff members. Without a safe learning environment, teachers cannot teach and students cannot learn. In fact, as the data in this report show, more victimizations happen away from school than at school. ***Footnote 1: The reader should be cautious in making comparisons between victimization rates on school property and elsewhere. These data do not allow the estimation of hours on school property and hours elsewhere. *** For example, despite the tragic and deadly incidents on school campuses in the last few years, in 1997, students were about three times more likely to be victims of nonfatal serious violent crime away from school than at school (Indicator 1). However, although young people are less likely to be victimized at school than they are away from school, this does not mean that there are not crimes in schools. Although between 1993 and 1997 the total nonfatal victimization rate for young people declined, in 1997, students ages 12 through 18 were victims of about 202,000 serious violent crimes at school (that is, rape, sexual assault, robbery, and aggravated assault). They were victims of more than 2.7 million total crimes at school (Indicator 1). Furthermore, for some types of crimes at school, rates have not changed over the last few years. For example, between 1993 and 1997, the percentage of students in grades 9 through 12 who were threatened or injured with a weapon on school property in the past 12 months remained constant -- at about 7 or 8 percent (Indicator 3). The percentage of students in grades 9 through 12 who reported being in a physical fight on school property in the past 12 months also remained unchanged between 1993 and 1997 -- at about 15 percent (Indicator 4). As noted in last year's report, while data show that the actual rate of victimization has declined or remained constant over recent years, students seem to feel less safe at school now than just a few years ago. Students ages 12 through 19 who reported avoiding one or more places at school for their own safety increased between 1989 and 1995 -- from 5 to 9 percent (Indicator 13). Furthermore, the presence of street gangs on school property continues to be a concern and may lead to students feeling less safe. The percentage of students who reported that street gangs were present at their schools increased from 1989 to 1995. In 1995, 28 percent of students ages 12 through 19 reported that they had street gangs at their schools compared to 15 percent in 1989 (Indicator 14). In addition, whereas alcohol and marijuana use on school property remained constant between 1993 and 1995, marijuana use anywhere among students in grades 9 through 12 increased. In 1997, about 26 percent of these students had used marijuana in the last 30 days (Indicator 17). Furthermore, almost one-third of all students in grades 9 through 12 (32 percent) reported that someone had offered, sold, or given them an illegal drug on school property -- an increase from 24 percent in 1993 (Indicator 18). Therefore, the data shown in this report present a mixed picture of school safety. While overall school crime rates have declined, violence, gangs, and drugs are still evident in some schools. It is hoped that all children will be able to go to and from school and spend time at school without fearing for their safety or the safety of their friends and teachers. The data presented in this report indicate that more work needs to be done. ORGANIZATION OF THE CURRENT REPORT This report, the second in a series of annual reports on school crime and safety from the Bureau of Justice Statistics and the National Center for Education Statistics, presents the latest available data on school crime and student safety. The report repeats many indicators from last year's report but also provides updated data on nonfatal student victimization and nonfatal teacher victimization, and new data on student fights and the availability of drugs on school property. The report provides a profile of school crime and safety in the United States and describes the characteristics of the victims of these crimes. It is organized as a series of indicators, with each indicator presenting data on a different aspect of school crime and safety. There are four sections to the report: Nonfatal Student Victimization -- Student Reports; Violence and Crime at School -- Public School Principal/Disciplinarian Reports; Nonfatal Teacher Victimization at School -- Teacher Reports; and School Environment. Each section contains a set of indicators that, taken together, describe a distinct aspect of school crime and safety. Rather than relying on data from a large omnibus survey of school crime and safety, this report uses a variety of independent data sources from federal departments and agencies including the Bureau of Justice Statistics, the National Center for Education Statistics, and the Centers for Disease Control and Prevention. Each data source has an independent sample design, data collection method, and questionnaire design, all of which may be influenced by the unique perspective of the primary funding agency. By combining multiple and independent sources of data, it is hoped that this report will present a more valid portrait of school crime and safety than would be possible with any single source of information. However, because the report relies on so many different data sets, the age groups, the time periods, and the types of respondents analyzed can vary from indicator to indicator. Readers should keep this in mind as they compare data from different indicators. Furthermore, while every effort has been made to keep key definitions consistent across indicators, different surveys sometimes use different definitions, such as those for specific crimes and "at school." ***Footnote 2: Readers should consult the glossary of terms in appendix C for specific definitions used in each survey. *** Therefore, caution should be used in making comparisons between results from different data sets. Descriptions of these data sets are located in appendix B of this report. KEY FINDINGS Some of the key findings from the various sections of this report are as follows: ***Footnote 3: All comparisons reported here were statistically significant at the 0.05 level. See appendix B for details on the methods used here.*** NONFATAL STUDENT VICTIMIZATION/STUDENT REPORTS In 1997, students ages 12 through 18 were victims of about 202,000 nonfatal serious violent crimes at school, and about 636,000 away from school. These numbers indicate that when students were away from school, they were more likely to be victims of nonfatal serious violent crime -- including rape, sexual assault, robbery, and aggravated assault -- than when they were at school (Indicator 1). * The percentages of students in grades 9 through 12 who have been threatened or injured with a weapon on school property ***Footnote 4: Definitions for "on school property" and "at school" may differ. See appendix C for specific definitions.*** have not changed significantly in recent years. In 1993, 1995, and 1997, about 7 to 8 percent of students reported being threatened or injured with a weapon such as a gun, knife, or club on school property in the past 12 months (Indicator 3). * Students were differentially victimized by crime according to where they lived. In 1997, 12- through 18-year-old students living in urban or suburban areas were more vulnerable to serious violent crime at school than were students in rural areas. Away from school, urban students were more vulnerable to serious violent crime than were suburban or rural students. However, student vulnerability to theft at school in 1997 was similar in urban, suburban, and rural areas and similar in urban and suburban areas away from school (Indicator 1). VIOLENCE AND CRIME AT SCHOOL -- PUBLIC SCHOOL PRINCIPAL/DISCIPLINARIAN REPORTS In 1996-97, 10 percent of all public schools reported at least one serious violent crime to the police or a law enforcement representative. Principals' reports of serious violent crimes included murder, rape or other type of sexual battery, suicide, physical attack or fight with a weapon, or robbery. Another 47 percent of public schools reported a less serious violent or nonviolent crime (but not a serious violent one). Crimes in this category include physical attack or fight without a weapon, theft/larceny, and vandalism. The remaining 43 percent of public schools did not report any of these crimes to the police (Indicator 7). * Elementary schools were much less likely than either middle or high schools to report any type of crime in 1996-97. They were much more likely to report vandalism (31 percent) than any other crime (19 percent or less) (Indicator 8). * At the middle and high school levels, physical attack or fight without a weapon was generally the most commonly reported crime in 1996-97 (9 and 8 per 1,000 students, respectively). Theft or larceny was more common at the high school than at the middle school level (6 versus 4 per 1,000 students) (Indicator 8). NONFATAL TEACHER VICTIMIZATION AT SCHOOL --TEACHER REPORTS Over the 5-year period from 1993 to 1997, teachers were victims of 1,771,000 nonfatal crimes at school, including 1,114,000 thefts and 657,000 violent crimes (rape or sexual assault, robbery, and aggravated and simple assault) (Indicator 9). This translates into 84 crimes per 1,000 teachers per year. * In the period from 1993 to 1997, middle/junior high school teachers were more likely to be victims of violent crimes (most of which were simple assaults) than senior high school teachers, who, in turn, were more likely to be victims of violent crime than elementary school teachers (60 versus 37 and 37 versus 18 crimes per 1,000 teachers) (Indicator 9). * In the 1993-94 school year, 12 percent of all elementary and secondary school teachers were threatened with injury by a student, and 4 percent were physically attacked by a student. This represented about 341,000 teachers who were victims of threats of injury by students that year, and 119,000 teachers who were victims of attacks by students (Indicator 10). SCHOOL ENVIRONMENT Between 1989 and 1995, the percentages of students who felt unsafe while they were at school and while they were going to and from school increased. In 1989, 6 percent of students ages 12 through 19 sometimes or most of the time feared they were going to be attacked or harmed at school. By 1995, this percentage had risen to 9 percent. During the same period, the percentage of students fearing they would be attacked while traveling to and from school rose from 4 percent to 7 percent (Indicator 12). * Between 1989 and 1995, the percentage of students ages 12 through 19 who avoided one or more places at school for fear of their own safety increased, from 5 percent to 9 percent. In 1995, this percentage represented 2.1 million students (Indicator 13). * Between 1989 and 1995, the percentage of students who reported that street gangs were present at their schools increased. In 1989, 15 percent of students reported gangs being present in their schools. By 1995, this percentage had risen to 28 percent (Indicator 14). * Between 1993 and 1997, the percentage of students in grades 9 through 12 who reported carrying a weapon on school property at least 1 day within 30 days before the survey fell from 12 percent to 9 percent (a 25 percent reduction) (Indicator 11). * In 1997, about 51 percent of students in grades 9 through 12 had at least one drink of alcohol in the 30 days before being surveyed. A much smaller percentage (about 6 percent) had at least one drink on school property during the same period (Indicator 16). * There was an increase in the use of marijuana among students between 1993 and 1995. In 1995, about 25 percent of all students in grades 9 through 12 had used marijuana in the last 30 days, compared with 18 percent in 1993. Marijuana use in 1997, at 26 percent, was similar to that in 1995. However, marijuana use on school property did not increase significantly between 1993 and 1995, or between 1995 and 1997 (Indicator 17). * In 1995 and 1997, almost one-third of all students in grades 9 through 12 (32 percent) reported that someone had offered, sold, or given them an illegal drug on school property. This was an increase from 1993 when 24 percent of such students reported illegal drugs available to them on school property (Indicator 18). ACKNOWLEDGMENTS The authors wish to thank the heads of their respective agencies, Gary Phillips of the National Center for Education Statistics (NCES) and Jan Chaiken of the Bureau of Justice Statistics (BJS), for backing this report. We also appreciate their support of our larger data collection and reporting agendas on school crime and safety. From BJS, we wish to thank Cathy Maston and Matthew Durose of the Victimization Statistics Branch for their work in preparing and verifying data from the NCVS. From NCES, we wish to thank Bruce Taylor, Dan Kasprzyk, Ellen Bradburn, and John Wirt, who served as reviewers. They each provided input that substantially improved the publication. Outside of NCES and BJS, school crime experts who reviewed the report were Carlos Sunderman and Ira Pollack of the Northwest Regional Educational Laboratory/National Resource Center for Safe Schools and Joanne Wiggins of the Planning and Evaluation Service of the U. S. Department of Education. Their advice was gratefully accepted. We particularly appreciated their willingness to review the report under very strict time constraints. Without the assistance of the following staff at MPR Associates this report could not have been produced: Barbara Kridl (overall production and proofreading), Francesca Tussing (production, proofreading, layout, and editing), Andrea Livingston (editing), and Leslie Retallick (figure design and text layout). They provided invaluable editorial, graphic, and production assistance. NONFATAL STUDENT VICTIMIZATION -- STUDENT REPORTS 1. Victimization of students at school and away from school (The 1997 data reported here are new. The 1992 through 1996 entries are revised from those previously published in the original 1998 Indicators of School Crime and Safety report.) The amount of crime committed in the nation's schools continues to be a concern. However, students are exposed and vulnerable to crime when they are away from as well as at school. In fact, life away from school may be more dangerous for some students than life at school. * Students ages 12 through 18 experienced fewer nonfatal serious violent crimes (that is, rape, sexual assault, robbery, and aggravated assault) when they were at school than away from school.***Footnote 1: For this indicator, "at school" includes on school property or on the way to or from school.** In 1997, students in this age group were victims of about 202,000 such crimes at school, and about 636,000 away from school (tables 1.1b and 1.3b). (The tables are included at the end of the text.) The victimization rate for this type of crime declined slightly at school from 1992 to 1997 and also declined away from school (figure 1.1 and tables 1.2a, b and 1.4a, b). * Students ages 12 through 18 were victims of about 1.1 million nonfatal violent crimes (that is, serious violent crime plus simple assault) at school, and about 1.6 million away from school in 1997 (tables 1.1b and 1.3b). There was a decline in the victimization rate at school between 1993 and 1997 (from 59 to 40 per 1,000 students ages 12 through 18) (figure 1.1 and tables 1.2a, b). During this period, the victimization rates for nonfatal violent crime were generally lower at school than away from school. * Students ages 12 through 18 were more likely to be victims of theft at school than away from school each year between 1992 and 1996 (tables 1.1a, b and 1.3a, b). However, in 1997, about the same number of thefts occurred at and away from school. In 1997, there were about 1.7 million thefts at school (61 percent of all crimes at school), and about 1.6 million thefts away from school (50 percent of all crimes away from school). The victimization rate declined slightly for thefts at school between 1992 and 1997, as it did for thefts away from school during this period (figure 1.1 and tables 1.2a, b and 1.4a, b). * Considering all nonfatal crime (theft plus violent crime), 12-through 18-year-old students were victims of about 2.7 million crimes while they were at school in 1997, and a larger number of crimes (about 3.1 million) away from school (tables 1.1b and 1.3b). These represent victimization rates of 102 crimes per 1,000 students at school, and 117 crimes per 1,000 students away from school (tables 1.2b and 1.4b). * In 1997, the rates for serious violent crime were higher for males than females at school, but not away from school (figures 1.2 and 1.3 and tables 1.2b and 1.4b). The rates for theft were similar for males and females at school, but higher for males than females away from school. * In 1997, 12- through 18-year-old students living in urban or suburban areas were more vulnerable to serious violent crime at school than were students in rural areas (figure 1.2 and table 1.2b). Away from school, urban students were more vulnerable to serious violent crime than were suburban or rural students (figure 1.3 and table 1.4b). However, student vulnerability to theft at school in 1997 was similar in urban, suburban, and rural areas and similar in urban and suburban areas away from school. 2. Prevalence of students being victimized at school Some of the crimes committed against students involve violence, while others involve their property. Presenting information on different types of victimization for public and private school students separately helps clarify how many students are affected and where the most serious problems are. (This indicator repeats information from the 1998 School Crime Report.) * In 1995, about 15 percent of students ages 12 through 19 reported being victims of a crime at school during the previous 6 months (figure 2.1 and table 2.1). Students in both public and private schools were much more likely to report theft of property (from their desks, lockers, or other location) than they were to report being the victim of a violent crime (being physically attacked or having property taken by force). * Public school students were more likely to report having been victims of a violent crime during the previous 6 months (4 percent) than were private school students (2 percent) in 1995 (figure 2.1 and table 2.1). Public and private school students were about equally likely to report having had property stolen at school (theft) in that year (12 and 11 percent, respectively). * Victimization was related to grade level. In 1995, students in higher grades were less likely to report being the victims of violent and property crimes than were students in lower grades (table 2.1). When considering both types of crime, there was a notable difference between students in grades 6 through 9 on the one hand and students in grades 11 and 12 on the other. 3. Prevalence of students being threatened or injured with a weapon on school property Every year, some students are threatened or injured with a weapon while they are on school property. The percentages of students victimized in this way provide an important measure of how safe our schools are and how this is changing over time. * The percentage of students in grades 9 through 12 who were threatened or injured with a weapon on school property in the 12 months before the survey has remained constant in recent years. In 1993, 1995, and 1997, about 7 to 8 percent of students reported being threatened or injured with a weapon such as a gun, knife, or club on school property in the past 12 months (figure 3.1 and table 3.1). * In each survey year, males were more likely than females to report being threatened or injured with a weapon on school property (figure 3.1 and table 3.1). For example, in 1997, 10 percent of males reported being threatened or injured in the past year, compared with 4 percent of females. Moreover, the percentage of females who reported being threatened or injured declined slightly over the period -- from about 5 percent in 1993 to 4 percent in 1997. * Of 9th through 12th graders, those students in lower grades were more likely to be threatened or injured with a weapon on school property than were students in higher grades (figure 3.2 and table 3.1). For example, in 1993, 9 percent of 9th graders reported being threatened or injured, compared with 6 percent of 12th graders. The comparable percentages in 1997 were 10 percent for 9th graders and 6 percent for 12th graders. * There were few racial-ethnic differences in the percentages of students being threatened or injured with a weapon on school property in the 12 months in each year (figure 3.3 and table 3.1). About the same percentage of students from each racial-ethnic group reported being threatened or injured. ***Footnote 2: While there appear to be large differences among racial -- ethic groups, these differences are associated with large standard errors, making these estimates somewhat unreliable, and the differences are not statistically significant.*** 4. Prevalence of students involved in physical fights on school property Schools where there are numerous physical fights may not be able to maintain a focused learning environment. Students who are constantly involved in fights on school property can- not be ready to learn. * In 1997, about 15 percent of all students in grades 9 through 12 said that they had been in a physical fight on school property in the last 12 months (figure 4.1 and table 4.1). In that same year, 37 percent reported that they had been in a physical fight in any location (including on school property). * The percentage of students who reported being in a fight anywhere declined slightly from 1993 to 1997 -- from 42 percent in 1993 to 37 percent in 1997 (figure 4.1 and table 4.1). However, the percentages of students who reported fighting on school property across these years were similar. * Males were more likely than females to have been in a fight anywhere and on school property (figure 4.1 and table 4.1). In 1997, 46 percent of males said they had been in a fight in the last 12 months, and 20 percent said they had been in a fight on school property. In that same year, about 26 percent of females reported they had been in a fight, and 9 percent said they had been in a fight on school property. * Of 9th through 12th graders, those students in lower grades reported being in more fights than students in higher grades anywhere and on school property (figure 4.2 and table 4.1). For example, in 1997, 21 percent of 9th graders reported that they were in a fight on school property in the last 12 months; in contrast, 10 percent of 12th graders were in fights on school property. 5. Prevalence of students being bullied at school (This indicator repeats information from the 1998 School Crime Report.) Bullying contributes to a climate of fear and intimidation in schools. As part of a youth interview on school safety and discipline conducted in 1993, students in grades 6 through 12 were asked if they had been victims of bullying at school. * Eight percent of all students in grades 6 through 12 reported that they had been victims of bullying at school during the 1992-93 school year (either in school, at school activities during the day, or on the way to or from school) (figure 5.1 and table 5.1). * The incidence of bullying declined as grade level increased (figure 5.1 and table 5.1). Students in 6th grade were about four times as likely as students in 12th grade to report being bullied at school in the 1992-93 school year. * The incidence of bullying at school was about the same (between 8 and 10 percent) in the 1992-93 school year regardless of the urbanicity of the place where the student lived (table 5.1). * Urban males were more likely than urban females to report being victims of bullying at school (9 percent versus 6 percent) in the 1992- 93 school year (table 5.1). However, this was not true of males and females in suburban areas or in rural areas. ***Footnote 3: See appendix C for definition of "suburban" used in NHES.*** 6. Prevalence of students having property stolen or deliberately damaged on school property One way that students are victimized at school is by having their personal property stolen or deliberately damaged. While less harmful than attacks on students themselves, such crimes have financial consequences and can divert students' attention from their studies as well as contribute to perceptions of schools as unsafe places. * It is relatively common for students to have something stolen or damaged on school property. In 1997, about one-third of all students in grades 9 through 12 said that someone stole or deliberately damaged their property, such as their car, clothing, or books, on school property during the last 12 months (figure 6.1 and table 6.1). This proportion was similar in 1993 and 1995. * Generally, males were more likely than females to report being victims of theft or deliberate property damage on school property. In 1993, 1995, and 1997, about 28 percent of females reported being victimized, compared with 37 percent of males in 1993, 41 percent in 1995, and 36 percent in 1997 (table 6.1). * Students in lower grades were more likely than students in higher grades to report having something stolen or deliberately damaged at school (figure 6.2 and table 6.1). For example, in 1997, 37 percent of 9th graders had something of theirs damaged or stolen, compared with 28 percent of 12th graders. VIOLENCE AND CRIME AT SCHOOL -- PUBLIC SCHOOL PRINCIPAL/DISCIPLINARIAN REPORTS 7. Crimes reported to the police The number of crimes that principals indicated that they reported to police or other law enforcement representatives is a useful measure of the occurrences of serious crimes in the nation's schools. The percentage of schools reporting crimes provides an indication of how widespread crime is, while the number of crimes reported provides information on the magnitude of the problem. (This indicator repeats information from the 1998 School Crime Report.) * In 1996-97, 10 percent of all public schools reported at least one serious violent crime to a law enforcement representative (figure 7.1 and table 7.1). Another 47 percent of public schools reported a less serious violent or nonviolent crime (but not a serious violent one). The remaining 43 percent of public schools did not report any of these crimes to the police. * The vast majority of crimes reported by public schools were of the less serious violent or nonviolent type in 1996-97 (402,000 out of the 424,000 total crimes reported to the police) (table 7.3). * The percentage of schools reporting crimes was similar at the middle and high school levels (figure 7.2 and table 7.1). At each level, about 20 percent of the schools reported at least one serious violent crime, and about 55 percent reported at least one less serious violent or nonviolent crime, but no serious violent crime in 1996-97. * The numbers of reported incidents per 1,000 students were similar for middle and high schools for both serious violent and less serious violent and nonviolent crimes (figure 7.2 and table 7.4). For both types of crimes, there was a lower rate at the elementary level than at the middle or high school levels. * The percentage of schools reporting at least one serious violent crime was much higher in cities (17 percent) than in towns (5 per- cent) or rural areas (8 percent) during 1996-97 (figure 7.2 and table 7.1). 8. Specific crimes reported to the police (This indicator repeats information from the 1998 School Crime Report.) Data on the prevalence of specific types of crimes add detail to the more general discussion of serious violent crimes and less serious violent and nonviolent crimes. Each type of crime affects students and schools differently. * About one-half (44 to 55 percent) of all public middle and high schools reported incidents of vandalism, theft or larceny, and physical attacks or fights without weapons to the police or other law enforcement representatives in the 1996-97 school year (figure 8.1 and table 8.2). Considerably smaller percentages of public middle and high schools reported the more serious violent crimes of rape or other type of sexual battery (5 and 8 percent, respectively); robbery (5 and 8 percent); or physical attack or fight with a weapon (12 and 13 percent) (table 8.1). * Elementary schools were much less likely than either middle or high schools to report any of the types of crime described here in 1996-97 (figure 8.1 and tables 8.1 and 8.2). They were much more likely to report vandalism (31 percent) than any other crime (19 percent or less). * In 1996-97, physical attack or fight without a weapon was generally the most commonly reported crime at the middle and high school levels (9 and 8 per 1,000 public school students, respectively) (figure 8.2 and table 8.8). Theft or larceny was more common at the high school than the middle school level (6 versus 4 per 1,000 students). * Overall, there was relatively little variation by urbanicity in the crime rates at school discussed here during the 1996-97 school year (as measured by the number of crimes reported per 1,000 public school students) (figure 8.2 and tables 8.7 and 8.8). NONFATAL TEACHER VICTIMIZATION AT SCHOOL-TEACHER REPORTS 9. Nonfatal teacher victimization at school Students are not the only ones who are victims of crime at school. Teachers in school are also the targets of violence. In addition to the personal toll such violence takes on teachers, those who worry about their safety may have difficulty teaching and may leave the profession altogether. Information on the number of crimes against teachers at school can help show how severe and widespread the problem is. * Over the 5-year period from 1993 to 1997, teachers were the victims of approximately 1,771,000 nonfatal crimes at school, ***Footnote 4: See appendices B and C for the revised definition of "at school" for teachers including 1,114,000 thefts and 657,000 violent crimes (rape or sexual assault, robbery, aggravated assault, and simple assault) (table 9.1). On average, this translates into 354,000 nonfatal crimes per year, or 84 crimes per 1,000 teachers per year. Among the violent crimes against teachers during this 5-year period, there were about 78,000 serious violent crimes (12 percent of the violent crimes), including rape or sexual assault, robbery, and aggravated assault. On average, this translates into 16,000 serious violent crimes per year. * During the 1993-97 period, the rate of serious violent crime at school was similar for teachers (on average, 4 per 1,000 teachers), regardless of their instructional level, sex, race-ethnicity, and the urbanicity of the schools where they taught (figure 9.1 and table 9.1). * In the period from 1993 to 1997, middle/junior high school teachers were more likely to be victims of violent crimes (most of which were simple assaults) than senior high school teachers, who, in turn, were more likely to be victims of violent crime than elementary school teachers (60 versus 37 and 37 versus 18 crimes per 1,000 teachers) (figure 9.1 and table 9.1). * During the 1993-97 period, senior high and middle/junior high school teachers were more likely to be targets of theft than elementary school teachers (65 and 71, respectively, versus 40 per 1,000 teachers) (figure 9.1 and table 9.1). * The violent crime rate among teachers at school varied by sex. Over the 5-year period from 1993 to 1997, male teachers were more likely to be victims of violent crimes than female teachers (45 versus 27 crimes per 1,000 teachers) (figure 9.1 and table 9.1). However, males and females were equally likely to be victims of serious violent crime (4 per 1,000 teachers). * Teachers were differentially victimized by crimes at school according to where they taught. For example, over the 5-year period from 1993 to 1997, urban teachers were more likely to be victims of violent crimes than suburban teachers (39 versus 22 crimes per 1,000 teachers). Urban teachers were also more likely to experience theft (65 per 1,000 teachers) than rural teachers (35 per 1,000 teachers, respectively) (figure 9.1 and table 9.1). 10. Prevalence of teachers being threatened with injury or attacked by students (This indicator repeats information from the 1998 School Crime Report.) Some of the offenses against teachers are committed by students. Data on physical attacks and threats against elementary and secondary teachers by students can provide a snapshot of the prevalence of this problem. * In the 1993-94 school year, 12 percent of all elementary and secondary school teachers (341,000) were threatened with injury by a student from their school, and 4 percent (119,000) were physically attacked by a student (table 10.1). * Teachers in central city schools were more likely to be victims than were teachers in urban fringe or rural schools in 1993-94 (table 10.1). About 15 percent of teachers in central city schools had been threatened with injury by students, compared with 11 and 10 percent of teachers in urban fringe and rural schools. About 6 percent of teachers in central city schools had been attacked by students, compared with 4 and 3 percent of teachers in urban fringe and rural schools. * Public school teachers were more likely than private school teachers to be victimized by students in school in 1993-94 (figure 10.1 and table 10.1). Almost 13 percent of public school teachers had been threatened with injury by students, compared with 4 percent of private school teachers, and 4 percent of public school teachers had been physically attacked by students, compared with 2 percent of private school teachers. Teachers in public central city schools were about five times more likely to be targets of threats of injury and about three times more likely to be targets of attacks than their colleagues in private central city schools. * In 1993-94, secondary school teachers were more likely than elementary school teachers to have been threatened with injury by a student from their school (15 percent versus 9 percent) (table 10.1). However, elementary school teachers were more likely than secondary school teachers to have been physically attacked by a student (5 percent versus 3 percent). The prevalence of teacher victimization by students did not vary according to the racial-ethnic backgrounds of teachers. SCHOOL ENVIRONMENT 11. Prevalence of students carrying weapons on school property The presence of weapons at school can create an intimidating and threatening atmosphere, making teaching and learning difficult. The percentages of students who report that they carry a gun or other weapon on school property is an indicator of how widespread the problem of weapons at school is. * In 1997, 18 percent of students reported carrying a weapon such as a gun, knife, or club at any time in the past 30 days. About 9 percent reported they had carried a weapon on school property in the past 30 days (figures 11.1 and 11.2 and tables 11.1 and 11.2). * Between 1993 and 1997, the percentage of students in grades 9 through 12 who reported carrying a weapon on school property at least 1 day within 30 days before the survey fell from 12 percent to 9 percent (a 25 percent reduction) (figure 11.1 and table 11.1). * There was also a decline in the percentage of students in grades 9 through 12 who carried a weapon at any time during the past 30 days -- from 22 percent in 1993 to 18 percent in 1997 (figure 11.2 and table 11.2). * Males were about three times more likely than females to carry a weapon on school property. For example, in 1997, 13 percent of males carried a weapon on school property, compared with 4 percent of females (figure 11.1 and table 11.1). * Students in lower grades were more likely to have carried a weapon anywhere in the previous 30 days than were students in higher grades (figure 11.2 and table 11.2). For example, in 1997, 23 percent of 9th graders had carried a weapon compared with 15 percent of 12th graders. * Generally, students in lower grades were no more likely to carry a weapon to school than other students (figure 11.2 and table 11.1). The one exception to this general trend was in 1995, in which 12th graders were less likely to carry a weapon to school than were 10th or 9th grade students. 12. Students’ perceptions of personal safety at school and when traveling to and from school(This indicator repeats information from the 1998 School Crime Report.) One consequence of school violence is the fear that it can instill in students. Students who fear for their own safety may not be able or ready to learn. Concerns about vulnerability to attacks by others at school and on the way to and from school may also have a detrimental effect on the school environment and learning. * Between 1989 and 1995, there were increases in the percentages of students feeling unsafe while they were at school and while they were going to and from school (figures 12.1 and 12.2 and table 12.1). In 1989, 6 percent of students ages 12 through 19 sometimes or most of the time feared they were going to be attacked or harmed at school, while in 1995 this percentage rose to 9 percent. Between these years, the percentage of students fearing they would be attacked while traveling to and from school rose from 4 percent to 7 percent. * In 1989 and 1995, larger percentages of black and Hispanic students than white students feared attacks at school and when traveling to and from school (figures 12.1 and 12.2 and table 12.1). * Much of the increase between 1989 and 1995 in the percentage of students ages 12 through 19 fearing for their own safety at school came from an increase in the percentage of black students who did so (figure 12.1 and table 12.1). In 1995, this percentage was 13 percent, nearly double the percentage in 1989 (7 percent). * Examining student perceptions by location indicates that there was a large increase between 1989 and 1995 in the percentage of suburban black students who feared being attacked when traveling to and from school (figure 12.3 and table 12.1). The percentage of suburban black students ages 12 through 19 fearing attacks increased almost threefold -- from 6 percent to 16 percent. 13. Students' reports of avoiding places at school (This indicator repeats information from the 1998 School Crime Report.) One consequence of crime at school is that students begin to perceive specific areas at school as unsafe. In order to try to ensure their own safety, they begin to avoid these areas. Changes in the percentage of students avoiding areas at school may be a good barometer of how safe schools are -- at least in the minds of those who attend these schools. * Between 1989 and 1995, there was an increase in the percentage of students ages 12 through 19 who avoided one or more places at school -- from 5 percent in 1989 to 9 percent in 1995 (figure 13.1 and table 13.1). This percentage represented 2.1 million students in 1995 who reported avoiding some areas at school for fear of their own safety. * The percentage of black students avoiding specific areas at school rose from 7 percent in 1989 to 12 percent in 1995, and for Hispanic students it rose from 7 percent in 1989 to 13 percent in 1995 (figure 13.1 and table 13.1). The percentage of white students avoiding areas at school rose from 5 percent to 7 percent. * In suburban areas in 1989, there were no significant differences in the percentages of white, black, and Hispanic students who avoided one or more places at school (figure 13.2 and table 13.1). However, in 1995, black and Hispanic students in suburban areas were much more likely than suburban white students to stay away from some places at school. 14. Students' reports of gangs at school (This indicator repeats information from the 1998 School Crime Report.) Gangs are organized groups that are often involved in drugs, weapons trafficking, and criminal activities. The presence of gangs in school can be very disruptive to the school environment. Gangs may not only create fear among students but also increase the level of violence in school. The percentage of students who report the presence of street gangs in their schools indicates the existence and severity of the gang problem in schools. * Between 1989 and 1995, the percentage of students who reported that street gangs were present at their schools increased (figure 14.1 and table 14.1). In 1989, 15 percent of students reported gangs being present in their schools. By 1995, this percentage had risen to 28 percent. * Gangs were more likely to exist in public schools than in private schools (figure 14.1 and table 14.1). In 1989, 17 percent of students in public schools reported that street gangs were present in their schools compared with 4 percent in private schools. Similar results were reported in 1995. However, between these two years, the percentage of public school students reporting that gangs were present in their schools almost doubled (from 17 percent in 1989 to 31 percent in 1995) as has the percentage of private school students reporting gang presence (from 4 percent to 7 percent). * In 1995, urban students were more likely to report that there were street gangs at their schools (41 percent) than were suburban students (26 percent) or rural students (20 percent) (figure 14.2 and table 14.1). Similar results occurred in 1989. Between 1989 and 1995, reports of gang presence increased in all three categories of students' place of residence. * In both years, black students were more likely than white students to report the existence of street gangs in their schools, and Hispanic students were more likely than either white or black students to do so (table 14.1). Between 1989 and 1995, reports of gang presence in- creased for whites, blacks, and Hispanics. 15. Public school principals' reports of discipline problems at school (This indicator repeats information from the 1998 School Crime Report.) Discipline problems in a school may contribute to an overall climate in which violence may occur. Schools that suffer from student drug or alcohol use, racial tensions, or verbal and physical abuse of teachers may be filled with pressures that result in school violence. * During the 1996-97 school year, 16 percent of all public school principals reported that one or more discipline issues had been a serious problem in their school ***Footnote 5: These issues were student tardiness, student absenteeism/class cutting, physical conflicts among students, robbery or theft of items worth over $10, vandalism of school property, student alcohol use, student drug use, sale of drugs on school grounds, student tobacco use, student possession of weapons, trespassing, verbal abuse of teachers, physical abuse of teachers, teacher absenteeism, teach alcohol or drug use, racial tensions, and gangs.*** (figure 15.1 and table 15.1). About the same percentage of principals in city, urban fringe, town, and rural settings reported one or more serious discipline problems. * Public elementary schools were the least likely to report any serious discipline issues, followed by middle schools and then high schools (figure 15.1 and table 15.1). About 8 percent of elementary school principals reported one or more of these issues as a serious problem, while 18 percent of principals in middle schools and 37 percent of those in high schools did so. * While overall there were no significant differences in reported serious problems by urbanicity, a greater percentage of principals in public city high schools than in rural high schools reported having serious discipline problems -- 47 percent compared with 28 percent (figure 15.1 and table 15.1). 16. Prevalence of students using alcohol The consumption of alcohol by students on school property, a crime in itself, may also lead to other crimes and misbehavior. It can lead to a school environment that is harmful to students, teachers, and staff. * In 1997, 51 percent of students in grades 9 through 12 had at least one drink of alcohol in the 30 days before being surveyed (figure 16.1 and table 16.1). A much smaller percentage (6 percent) had at least one drink on school property during the same period. * Approximately the same percentage of students had drunk alcohol in 1997 as in 1993 and 1995 -- both in general and on school property. * Males were more likely than females to have used alcohol in 1993 and 1997 (figure 16.1 and table 16.1). Furthermore, males were more likely than females to use alcohol on school property. For ex- ample, in 1997, 7 percent of males had used alcohol on school prop- erty compared with 4 percent of females. * Of 9th through 12th graders, in every survey year, students in higher grades were more likely to report drinking alcohol anywhere than were students in lower grades (figure 16.2 and table 16.1). However, there were no differences by grade among students who said they had drunk alcohol on school property during 1993, 1995, or 1997. 17. Prevalence of students using marijuana The use of other drugs such as marijuana on school property may also cause disruptions in the learning environment. The consumption of these substances leads to a school environment that is harmful to students, teachers, and school administrators. * Between 1993 and 1997, 6 to 9 percent of students in grades 9 through 12 reported using marijuana on school property during the last 30 days. About 18 to 26 percent reported using marijuana anywhere during the last 30 days (figure 17.1 and table 17.1). * There was an increase in the use of marijuana among students between 1993 and 1995. In 1995, about 25 percent of all students in grades 9 through 12 had used marijuana in the last 30 days, compared with 18 percent in 1993 (figure 17.1 and table 17.1). Marijuana use in 1997, at 26 percent, was similar to that in 1995. However, marijuana use on school property did not increase significantly between 1993 and 1995, or between 1995 and 1997. * Males were more likely than females to have used marijuana in every survey year (figure 17.1 and table 17.1), both in general and on school property. * Both males and females increased their overall use of marijuana from 1993 to 1997 (figure 17.1 and table 17.1). The percentage of males who reported using marijuana in the 30 days before the survey increased from 21 percent in 1993 to 30 percent in 1997. The percentage of females increased from 15 percent to 21 percent. * Students' grade in school was not associated with their use of marijuana on school property (figure 17.2 and table 17.1). However, in 1993 and 1995, students in lower grades were less likely than students in higher grades to report using marijuana at any time during the last 30 days. In 1997, this difference by grade was not apparent, with students in lower grades about as likely to report using marijuana as students in higher grades. This pattern occurred because the overall use of marijuana in 9th, 10th, and 11th grades increased from 1993 to 1997, while its use by 12th graders remained relatively constant. 18. Prevalence of students reporting drugs were made available to them on school property Schools can be places where young people are offered or can purchase illegal drugs. The availability of drugs on school property is a disruptive and corrupting influence in the school environment. * In 1995 and 1997, almost one-third of all students in grades 9 through 12 (32 percent) reported that someone had offered, sold, or given them an illegal drug on school property (figure 18.1 and table 18.1). This was an increase from 1993 when 24 percent of such students reported illegal drugs available to them on school property. * The percentages of both males and females reporting that illegal drugs were made available to them on school property increased between 1993 and 1995. However, in each survey year, males were more likely than females to report that drugs were offered, sold, or given to them on school property. For example, in 1997, 37 percent of males reported the availability of drugs, while 25 percent of females did so. * Students' grade level in school did not appear to be associated with whether they had been offered, sold, or given drugs on school property (figure 18.2 and table 18.1). Generally, in each survey year, about the same percentage of students in each grade level reported the availability of illegal drugs. * The racial-ethnic background of students was associated with whether they reported having illegal drugs offered, sold, or given to them on school property (figure 18.3 and table 18.1). In general, Hispanics were more likely than students from other racial-ethnic groups to report having drugs available to them on school property. Supplemental Tables STANDARD ERROR TABLES may be obtained by contacting ASK_BJS@ojp.usdoj.gov APPENDIX A. SCHOOL PRACTICES AND POLICIES RELATED TO SAFETY AND DISCIPLINE Concern over school crime and violence has prompted many public schools to take various measures to reduce and prevent violence and ensure safety in schools. Such measures include adopting zero tolerance policies; requiring students to wear uniforms; employing various security measures such as requiring visitor sign-in and using metal detectors; having police or other law enforcement representatives stationed at the school; and offering students various types of violence prevention programs. Presented in this appendix are data on the implementation of such safety measures in public schools. This report does not evaluate the effectiveness of any of these efforts or strategies, and the inclusion of a strategy does not suggest that it is endorsed by the National Center for Education Statistics (NCES) or the Bureau of Justice Statistics (BJS) as an effective means of reducing or preventing violence. Likewise, the omission of a possible strategy does not suggest it is rejected by NCES or BJS as a policy to reduce or prevent violence. This information, along with supporting tables, was drawn from a recent NCES report titled Violence and Discipline Problems in U.S. Public Schools: 1996-97 (NCES 98-030). The report was based on data from the 1996-97 Fast Response Survey System (FRSS) Principal/School Disciplinarian Survey on School Violence. Readers should consult that report for more detailed findings on variation by school characteristics. Zero Tolerance Policies * Most public schools reported having zero tolerance policies toward serious student offenses (table A1). A "zero tolerance policy" was defined as a school or district policy that mandates predetermined consequences or punishments for specific offenses. At least 9 out of 10 schools reported zero tolerance policies for firearms (94 percent) and weapons other than firearms (91 percent). Eighty-seven percent of schools had policies of zero tolerance for alcohol and 88 percent had zero tolerance policies for drugs. Most schools also had zero tolerance policies for violence and tobacco (79 percent each). School Uniforms * Requiring students to wear school uniforms was not common. Three percent of all public schools required students to wear uniforms during the 1996-97 school year (table A2). Security Measures * Schools took a number of measures to secure their schools. For example, 96 percent of public schools reported that visitors were required to sign in before entering the school building (table A3); 80 percent of public schools reported having a closed campus policy that prohibited most students from leaving the campus for lunch; 53 percent of public schools controlled access to their school building; and 24 percent of public schools controlled access to their school grounds. In addition, 19 percent of public schools reported conducting drug sweeps, with middle schools and high schools being more likely to use drug sweeps than elementary schools (36 and 45 percent, respectively, versus 5 percent). While 4 percent of public schools reported that they performed random metal detector checks on students, daily use of metal detectors as a security measure was not common: only 1 percent of public schools reported taking this measure. Presence of Police or Other Law Enforcement Representatives in Schools * In addition to the security measures described above, 6 percent of public schools reported having police or other law enforcement representatives stationed 30 hours or more at the school in a typical week during the 1996-97 school year; 1 percent of schools had them stationed from 10 to 29 hours; and 3 percent had them stationed from 1 to 9 hours. Twelve percent of schools did not have police or other law enforcement representatives stationed during a typical week but made them available as needed, and 78 percent of schools did not have any such persons stationed at their schools (table A4). Violence Prevention or Reduction Programs * A majority of public schools (78 percent) reported having some type of formal school violence prevention or reduction program (table A5). The percentage of schools with both 1-day and ongoing programs (43 percent) was higher than schools with only ongoing programs (24 percent) and schools with only 1-day programs (11 percent). Policies to Prevent Firearms in School * In the 1996-97 school year, there were over 5,000 student expulsions for possession or use of a firearm (table A6). An additional 3,300 students were transferred to alternative schools for possession or use of a firearm, while 8,144 were placed in out-of- school suspensions lasting 5 or more days. About 5 percent of all public schools (or 4,170) took one or more of these actions. APPENDIX B. TECHNICAL NOTES General Information The information presented in this report was obtained from many data sources, including databases from the National Center for Education Statistics (NCES), the Centers for Disease Control and Prevention (CDC), the Bureau of Justice Statistics (BJS), and the Survey Research Center (SRC) of the University of Michigan. While some of the data were collected from universe surveys, most were gathered by sample surveys. Some questions from different surveys may appear the same, but they were actually asked of different populations of students (e.g., high school seniors or students in grades 9 through 12); in different years; about experiences that occurred within different periods of time (e.g., in the past 4 weeks or during the past 12 months); and at different locations (e.g., in school or at home). Readers of this report should take particular care when comparing data from the different data sources. Because of the variation in collection procedures, timing, phrasing of questions, and so forth, the results from the different sources may not be strictly comparable. After introducing the data sources used for this report, the next section dis- cusses the accuracy of estimates and describes the statistical procedures used. Sources of Data Table B1 presents some key information for each of the data sets used in the report, including the survey year, target population, response rates, and sample sizes. The remainder of the section briefly describes each data set and provides directions for obtaining more information. The exact wording of the interview questions used to construct the indicators are presented in table B2. National Household Education Survey (NHES) The National Household Education Survey (NHES) is a data collection system of the National Center for Education Statistics that provides descriptive data on the condition of education in the United States. It has been conducted in 1991, 1993, 1995, and 1996. For each year, the survey covered two substantive components addressing education-related topics. One topic that the 1993 survey focused on was school safety and discipline, covering information on the school learning environment, discipline policy, safety at school, victimization, availability and use of alcohol/drugs, and alcohol/drug education. Unlike traditional student- or school-based data collections, the NHES collected data from households. The data collection involved a three- stage process. First, using random digit dialing (RDD) telephone survey methods, a representative sample of households in the 50 states and the District of Columbia was selected. Within these households, individuals who met predetermined criteria were then screened. Finally, eligible persons were given detailed or extended interviews by computer- assisted telephone interview (CATI) procedures. Two groups of individuals completed interviews for the School Safety and Discipline component of NHES:93: 12,680 parents of children enrolled in grades 3 through 12, and 6,504 students enrolled in grades 6 through 12. This report focuses only on the responses of students in grades 6 through 12; the overall weighted student response rate was 68 percent. The item nonresponse rate was generally low, and items with missing data were imputed. As a result, no missing data remain in the data set. For additional information about the School Safety and Discipline component of NHES:93, refer to J.M. Brick, M. Collins, M.J. Nolin, P. Ha, M. Levinsohn, and K. Chandler, 1994, National Household Education Survey of 1993, School Safety and Discipline Data File User's Manual (NCES 94-193), or contact: Kathryn A. Chandler National Center for Education Statistics 555 New Jersey Avenue NW Washington, DC 20208 Telephone: (202) 219-1767 E-mail: Kathryn_Chandler@ed.gov Schools and Staffing Survey (SASS) This report draws upon data on teacher victimization from the 1993-94 Schools and Staffing Survey (SASS:93-94), which provides national- and state-level data on public and private schools, principals, school districts, and teachers. The 1993–94 survey was the third in a series of cross-sectional school-focused surveys, following ones conducted in 1990–91 and 1987–88. It consisted of four sets of linked questionnaires, including surveys of schools, the principals of each selected school, a subsample of teachers within each school, and public school districts. Data were collected by multistage sampling. Stratified by state, control, type, association membership, and grade level (for private schools), schools were sampled first. Approximately 9,900 public schools and 3,300 private schools were selected to participate in the 1993–94 SASS. Within each school, teachers were further stratified into one of five teacher types in the following hierarchy: 1) Asian or Pacific Islander; 2) American Indian, Aleut, or Eskimo; 3) bilingual/ESL; 4) new teachers; and 5) experienced teachers. Within each teacher stratum, teachers were selected systematically with equal probability. Approximately 56,700 public school teachers and 11,500 private school teachers were sampled.This report focuses on teachers’ responses. The overall weighted response rates were 84 percent for public school teachers and 73 percent for private school teachers. In the Public School Teacher Questionnaire, 91 percent of the items had a response rate of 90 percent or more, and in the Private School Teacher Questionnaire, 89 percent of the items had this level of response. Values were imputed for questionnaire items that should have been answered but were not. For additional information about SASS, refer to R. Abramson, C. Cole, S. Fondelier, B. Jackson, R. Parmer, and S. Kaufman, 1996, 1993–94 Schools and Staffing Survey: Sample Design and Estimation (NCES 96-089), or contact: Kerry Gruber National Center for Education Statistics 555 New Jersey Avenue NW Washington, DC 20208 Telephone: (202) 219-1461 E-mail: Kerry_Gruber@ed.gov National School-Based 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 that was developed by the Centers for Disease Control and Prevention (CDC) to monitor the prevalence of youth behaviors that most influence health. The YRBS focuses on priority health-risk behaviors established during youth that result in the most significant mortality, morbidity, disability, and social problems during both youth and adulthood. This report uses 1993, 1995, and 1997 YRBS data.The YRBS used a three-stage cluster sampling design to produce a nationally representative sample of students in grades 9 through 12 in the United States. The target population consisted of all public and private school students in grades 9 through 12 in the 50 states and the District of Columbia. The first-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 selected 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 final stage of sampling consisted of randomly selecting within each chosen school at each grade 9 through 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, and 16,300 students were selected to participate in the 1993 survey, the 1995 survey, and the 1997 survey, respectively. The overall response rate was 70 percent for the 1993 survey, 60 percent for the 1995 survey, and 69 percent for the 1997 survey. NCES standards call for response rates of 70 percent or better and bias analyses are called for by NCES when that percentage is not achieved. For the YRBS data, a full nonresponse bias analysis has not been done to date. The weights were developed to adjust for nonresponse and the oversampling of black and Hispanic students in the sample. The final weights were normalized so that only weighted proportions of students (not weighted counts of students) in each grade matched national population projections. 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, Georgia 30341 Telephone: (404) 488-5330 Fast Response Survey System: Principal/School Disciplinarian Survey on School Violence The Principal/School Disciplinarian Survey was conducted through the NCES Fast Response Survey System (FRSS) during the spring and summer of 1997. Generally, the FRSS is a survey system designed to collect small amounts of issue-oriented data with minimal burden on respondents and within a relatively short time frame. The FRSS Principal/School Disciplinarian Survey focused on incidents of specific crimes/offenses and a variety of specific discipline issues in public schools. The survey was conducted with a nationally representative sample of regular public elementary, middle, and high schools in the 50 states and the District of Columbia. Special education, 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 sample of public schools was selected from the 1993–94 NCES Common Core of Data (CCD) Public School Universe File. The sample was stratified by instructional level, locale, and school size. Within the primary strata, schools were also sorted by geographic region and by percent minority enrollment. The sample sizes were then allocated to the primary strata in rough proportion to the aggregate square root of the size of enrollment of schools in the stratum. A total of 1,415 schools were selected. Among them, 11 schools were found no longer to be in existence, and 1,234 schools completed the survey. In April 1997, questionnaires 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. The raw response rate was 88 percent (1,234 schools divided by the 1,404 eligible schools in the sample). The weighted overall response rate was 89 percent, and item nonresponse rates ranged from 0 percent to 0.9 percent. The weights were developed to adjust for the variable probabilities of selection and differential nonresponse and can be used to produce national estimates for regular public schools in the 1996–97 school year. For more information about the FRSS: Principal/School Disciplinarian Survey on School Violence, contact: Shelley Burns National Center for Education Statistics 555 New Jersey Avenue NW Washington, DC 20208 Telephone: (202) 219-1463 E-mail: Shelley_Burns@ed.gov National Crime Victimization Survey (NCVS) The National Crime Victimization Survey (NCVS), administered for the U.S. Bureau of Justice Statistics by the Bureau of the Census, is the nation’s primary source of information on crime victimization and the victims of crime. Initiated in 1972 and redesigned in 1992, the NCVS collects detailed information on the frequency and nature of the crimes of rape, sexual assault, robbery, aggravated and simple assault, theft, household burglary, and motor vehicle theft experienced by Americans and their households each year. The survey measures crimes reported as well as those not reported to police. Revision of Definition of “At school” for Teachers The method for producing estimates of teacher victimizations was revised for this edition in order to more accurately reflect crimes occurring to teachers at school while working. The National Crime Victimization Survey asks a number of questions that potentially can be used to examine the relationship between employment and crime victimizations. The survey asks questions about job type at the time of the crime, the person’s activity at the time of the crime, and the place of occurrence. The previous edition used job type and activity at the time of the crime to estimate teacher victimizations. A crime was counted if it occurred to a teacher while working or on the way to or from work. For this, and future editions, the estimate of teacher victimizations includes crimes occurring to teachers at school (location), or at the worksite (location), or while working (activity). (For thefts, activity was not considered, since thefts of teachers’ property kept at school can occur when teachers are not present.) This combination of data elements provides the most complete, and, it is believed, most accurate estimate of victimizations to teachers on the job. Crimes occurring in transit to or from work are now being excluded from the estimate, since these may not be directly related to risk while teaching. The NCVS sample consists of about 55,000 households, selected using a stratified, multistage cluster design. In the first stage, the primary sampling units (PSUs), consisting of counties or groups of counties, are 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 segments, were selected for interview. At each stage, the selection was done proportionate to population size in order to create a self-weighting sample. The final sample was augmented to account for housing units constructed after the decennial Census. Within each sampled household, Census Bureau personnel interviewed all household members ages 12 and older to determine whether they had been victimized by the measured crimes during the 6 months preceding the interview. About 90,000 persons ages 12 and older are interviewed each 6 months. Households remain in sample for 3 years and are interviewed 7 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 duplication of crimes uncovered in these subsequent interviews. After their seventh interview households are replaced by new sample households. The NCVS has consistently obtained a response rate of about 95 percent at the household level. During the study period, the completion rates for persons within households were about 91 percent. Thus, final response rates were about 86 percent. Weights were developed to permit estimates for the total U.S. population 12 years and older. For more information about the NCVS, contact: Michael R. Rand Victimization Statistics U.S. Bureau of Justice Statistics 810 7th Street NW Washington, DC 20531 Telephone: (202) 616-3494 E-mail: randm@ojp.usdoj.gov Internet: www.ojp.usdoj.gov/bjs/ School Crime Supplement (SCS) Created as a supplement to the NCVS and codesigned by the National Center for Education Statistics and Bureau of Justice Statistics, the School Crime Supplement (SCS) survey was conducted in 1989 and 1995 to collect additional information about school-related victimizations on a national level. 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 decisions 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 inside their school, on school grounds, 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 afterschool activities, students’ perceptions of school rules, the presence of weapons and street gangs in school, and the availability of drugs and alcohol in school, as well as attitudinal questions relating to fear of victimization in school. In both 1989 and 1995, the SCS was conducted for a 6-month period from January through June in all households selected for the NCVS (see discussion above for information about the sampling design). Within these households, the eligible respondents for the SCS were those household members who were between the ages of 12 and 19, had attended school at any time during the 6 months preceding the interview, and were enrolled in a school that would help them advance toward eventually receiving a high school diploma. These persons were asked the supplemental questions in the SCS only after completing their entire NCVS interview. A total of 10,449 students participated in the 1989 SCS, and 9,954 in the 1995 SCS. In the 1989 and 1995 SCS, the household completion rates were 97 percent and 95 percent, respectively, and the student completion rates were 86 percent and 78 percent, respectively. Thus, the overall SCS response rate (calculated by multiplying the household completion rate by the student completion rate) was 83 percent in 1989 and 74 percent in 1995. Response rates for most survey items were high—mostly 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 12- to 19-year-old student population who were enrolled in schools in 1989 and 1995. For more information about SCS, contact: Kathryn A. Chandler National Center for Education Statistics 555 New Jersey Avenue NW Washington, DC 20208 Telephone: (202) 219-1767 E-mail: Kathryn_Chandler@ed.gov 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 population 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 characteristics 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 difficult. Sampling errors occur because observations are made on samples rather than on entire 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 instruments, 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 determine 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 de- signs rather than a simple random design. In these sampling designs, data were collected through stratification, clustering, unequal selection probabilities, or multistage sampling. These features of the sampling usually result in estimated statistics that are more variable (that is, have larger standard errors) than they would have been if they had been based on data from a simple random sample of the same size. 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 replication (BRR) method was used to estimate most of the statistics and their standard errors in this report. Table B3 lists the various methods used to compute standard errors for different data sets. Standard error calculation for data from the National Crime Victimization Survey and the School Crime Supplement relied on a different procedure. For statistics based on the NCVS and the SCS data, standard errors were derived from a formula developed by the Census Bureau, which consists of three generalized variance function (gvf) constant parameters that represent the curve fitted to the individual standard errors calculated using the Jackknife Repeated Replication technique. The formulas used to compute the adjusted standard errors associated with percentages or population counts can be found in table B3. Statistical Procedures The comparisons in the text have been tested for statistical significance to ensure that the differences are larger than might be expected due to sampling variations. Unless otherwise noted, all statements cited in the report are statistically significant at the .05 level. Several test procedures were used, depending upon the type of data being analyzed 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: (1) where E1 and E2 are the estimates to be compared and se1 and se2 are their corresponding standard errors. Note that this formula is valid only for independent estimates. 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: (2) 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 0.05 was used, which has a t value of 1.96. If the t value was larger than 1.96, then the difference between the two estimates was statistically significant at the 95 percent level. When multiple comparisons among more than two groups were made, for example, among racial/ethnic groups, a Bonferroni adjustment to the significance level was used to ensure that the significance level for the tests as a group was at the .05 level. Generally, when multiple statistical comparisons are made, it becomes increasingly likely that an indication of a population difference is erroneous. Even when there is no difference in the population, at an alpha of .05, there is still a 5 percent chance of concluding that an observed t value representing one comparison in the sample is large enough to be statistically significant. As the number of comparisons increase, the risk of making such an erroneous inference also increases. The Bonferroni procedure corrects the significance (or alpha) level for the total number of comparisons made within a particular classification variable. For each classification variable, there are (K*(K–1)/2) possible comparisons (or nonredundant pairwise combinations), where K is the number of categories. The Bonferroni procedure divides the alpha level for a single t test by the number of possible pairwise comparisons in order to produce a new alpha level that is corrected for the fact that multiple contrasts are being made. As a result, the t value for a certain alpha level (e.g., .05) increases, which makes it more difficult to claim that the difference observed is statistically significant. Finally, a linear trend test was used when a statement describing a linear trend, rather than the differences between two discrete categories, was made. 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 independent variable and whether a student was physically attacked as the dependent variable, the test involves computing the regression coefficient (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 al- pha level, the hypothesis that there is a linear relationship between student’s age and being physically attacked is not rejected. APPENDIX C. GLOSSARY OF TERMS General Terms Crime - Any violation of a statute or regulation or any act that the government has determined 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 specific criminal act or offense involving one or more victims and one or more offenders. Prevalence - The percentage of the population directly affected by crime in a given period. This rate is based upon specific information elicited directly from the respondent regarding 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. Specific Terms Used in Various Surveys National Crime Victimization Survey At school (students) - Inside the school building, on school property (school parking area, play area, school bus, etc.), or on the way to and from school. At school (teachers) - Inside the school building, on school property (school parking area, play area, school bus, etc.), at work site, or while working. Activity is not considered part of the definition for thefts. 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. Rape - Forced sexual intercourse including both psychological coercion as well as physical force. Forced sexual intercourse means vaginal, anal, or oral penetration by the offender(s). 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 includes 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 contact 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 in undetermined 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. 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 specific population group. Violent crime - Rape, sexual assault, robbery, or assault. Urban - The largest city (or grouping of cities) in an MSA. School Crime Supplement At school - In the school building, on the school grounds, or on a school bus. Property crime - Theft of property from a student's desk, locker, or other locations at school. Violent crime - Physical attacks or taking property from the student directly by force, weapons, or threats. National Household Education Survey At school - In the school, at school activities, or on the way to or from school. Bully - Treat other persons abusively or affect others by means of force or coercion. For example, pick on others or make other students do things like give them money. Rural - Places not classified as urban are rural. Urban - An urban area in an urbanized area comprising a place and the adjacent densely settled surrounding territory that together have a minimum population of 50,000 people. Suburban - A suburban area is an urban area out of an urbanized area that includes incorporated or unincorporated places outside of an urbanized area with a minimum population of 2,500 people. Youth Risk Behavior Survey On school property - On school property is included in the question wording but was not defined for respondents. Weapon - Any instrument or object used with the intent to threaten, injure, or kill. Examples of weapons appearing in the questionnaire include guns, knives, and clubs. Illegal drugs - Examples of illegal drugs were marijuana, cocaine, inhalants, steroids, or prescription drugs without a doctor's permission, LSD, PCP, ecstasy, mushrooms, speed, ice, and heroin. FRSS Principal/School Disciplinarian Survey At school - In school buildings, on school buses, on school grounds, or at places that hold school-sponsored events or activities, but are not officially on school grounds. Central region - Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, and Wisconsin. City - A central city of a Metropolitan Statistical Area (MSA). Elementary school - A school that has a low grade of 3 or less and a high grade of 1 through 8. Free/reduced-price lunch - The percent of students enrolled in the school who are eligible for the federally funded free or reduced-price lunch program. High school/combined - A school that has a low grade of 9 through 12 and a high grade of 10 through 12. Schools that do not precisely meet these qualifications, and are not elementary and middle schools, are classified as "combined" and are included in the analyses with high schools. Less serious or nonviolent crime - Physical attack or fight without a weapon, theft or larceny, or vandalism. Minority enrollment - The percent of students enrolled in the school whose race or ethnicity is classified as one of the following: American Indian or Alaskan Native, Asian or Pacific Islander, black, or Hispanic, based on data in the 1993-94 Common Core of Data (CCD) file. Middle school - A school that has a low grade of 4 through 9 and a high grade of 4 through 9. Northeast region - Connecticut, Delaware, District of Columbia, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, Penn- sylvania, Rhode Island, and Vermont. 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 violence and/or by putting the victim in fear. Physical attack or fight - 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. This category should be used only when the attack is serious enough to warrant calling the police or other law enforcement representative. Rural - A place with a population less than 2,500 and defined as rural by the U.S. Bureau of the Census. School enrollment - Total number of students enrolled as defined by CCD. Serious violent crime - Murder, suicide, rape or sexual battery, physical attack or fight with a weapon, or robbery. Sexual battery - An incident that includes rape, fondling, in- decent liberties, child molestation, or sodomy. Southeast region - Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, and West Virginia. Theft or larceny - The unlawful taking of another person's property without personal confrontation, threat, violence, or bodily harm. Town - A place not within an MSA, but with a population greater than or equal to 2,500 and defined as urban by the U.S. Bureau of the Census. Urban fringe - A place within an MSA of a central city, but not primarily its central city. Vandalism - The damage or destruction of school property. West region - Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oklahoma, Oregon, Texas, Utah, Washington, and Wyoming. Schools and Staffing 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 mid-size central city (a central city of an MSA, but not designated as a large central city). 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 "ungraded," 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 elementary; 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 elementary 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 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 defined as rural by the U.S. Bureau of the Census) or a small town (a place not within an MSA, with a population of less than 25,000, but greater than or equal to 2,500, and defined as nonurban by the U.S. Bureau of the Census). 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 mid-size city (a place within an MSA of a mid-size central city and defined as urban by the U.S. Bureau of the Census) or a large town (a place not within an MSA, but with a population greater or equal to 25,000 and defined as urban by the U.S. Bureau of the Census). Supplemental tables Table 1.1a Number of nonfatal crimes against students ages 12 through 18 occurring at school or going to or from school, by type of crime and selected student characteristics: 1992 to 1994 1994 1992/1 1993/1 1994/1 Serious Serious Serious Student characteristic Total Theft Violent violent/2 Total Theft Violent violent/2 Total Theft Violent violent/2 Total 3,409,200 2,260,500 1,148,600 245,400 3,795,200 2,357,000 1,438,200 306,700 3,795,500 2,371,500 1,424,000 322,400 Sex Male 2,058,400 1,278,000 780,400 183,200 2,168,000 1,275,100 892,900 180,200 2,109,600 1,265,600 844,000 200,600 Female 1,350,700 982,500 368,200 62,200 1,627,200 1,081,900 545,300 126,500 1,685,800 1,105,800 580,000 121,700 Age 12-14 1,858,900 1,134,200 724,700 172,000 2,123,200 1,241,100 882,100 182,400 2,140,000 1,246,500 893,400 201,800 15-18 1,550,300 1,126,400 423,900 73,300 1,672,100 1,115,900 556,100 124,300 1,655,500 1,124,900 530,600 120,600 Race/ethnicity White, non-Hispanic 2,526,700 1,694,300 832,400 148,000 2,832,800 1,775,700 1,057,100 188,400 2,670,800 1,726,600 944,300 179,700 Black, non-Hispanic 443,300 262,300 181,000 71,500 507,800 300,600 207,200 88,100 552,800 320,100 232,700 60,000 Hispanic 299,200 191,300 107,900 25,900 335,500 193,800 141,600 25,100 431,700 234,000 197,700 70,200 Other, non-Hispanic 111,600 95,300 16,300 ... 90,700 64,200 26,500 5,100 105,600 68,300 37,200 12,500 Urbanicity Urban 883,000 572,300 310,700 95,600 967,200 557,100 410,200 100,700 978,200 534,800 443,400 140,300 Suburban 1,809,200 1,226,700 582,500 115,000 2,023,000 1,319,500 703,500 135,300 2,036,300 1,293,400 742,900 153,600 Rural 717,000 461,500 255,500 34,700 804,900 480,500 324,500 70,700 780,900 543,300 237,700 28,500 Household income Less than $7,500 249,300 132,800 116,400 27,400 253,600 105,900 147,700 27,900 185,000 90,600 94,400 40,400 $7,500-14,999 335,800 196,700 139,200 38,300 340,100 205,000 135,100 36,400 322,100 202,300 119,800 15,900 $15,000-24,999 415,200 199,700 215,600 53,100 489,000 266,500 222,500 36,000 494,900 312,400 182,500 44,100 $25,000-34,999 489,800 334,700 155,100 16,900 684,300 471,100 213,200 36,600 572,200 313,500 258,700 55,100 $35,000-49,999 765,000 564,000 201,000 38,600 670,900 418,500 252,400 58,200 741,500 473,500 268,000 50,500 $50,000-74,999 511,100 406,500 104,600 12,000 639,300 430,800 208,500 43,200 668,000 421,300 246,700 53,300 $75,000 or more 382,300 252,000 130,300 31,000 406,700 300,700 106,000 19,700 438,900 314,500 124,400 19,800 ...No cases are reported in this cell, although the event defined by this cell could have been reported by some students with these characteristics had a different sample been drawn. 1/The 1992 through 1994 entries are revised from those previously published in the original 1998 Indicators of School Crime and Safety report. 2/Serious violent crimes are also included in violent crimes. 3/Estimate based on fewer than 10 cases. NOTE: Serious violent crimes include rape, sexual assault, robbery, and aggravated assault. Violent crimes include serious violent crimes and simple assault. Due to rounding or missing cases, details may not add to totals. Numbers are rounded to the nearest 100. SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey, 1992 to 1994. Table 1.1b Number of nonfatal crimes against students ages 12 through 18 occurring at school or going to or from school, by type of crime and selected student characteristics: 1995 to 1997 1995/1 1996/1 1997/1 Serious Serious Serious Student characteristic Total Theft Violent violent/2 Total Theft Violent violent/2 Total Theft Violent violent/2 Total 3,467,900 2,177,900 1,290,000 222,500 3,163,000 2,028,700 1,134,400 225,400 2,721,200 1,666,000 1,055,200 201,800 Sex Male 1,995,600 1,216,200 779,400 144,800 1,802,200 1,046,100 756,100 148,200 1,555,500 878,300 677,200 133,100 Female 1,472,300 961,700 510,500 77,600 1,360,800 982,500 378,200 77,200 1,165,700 787,700 378,000 68,700 Age 12-14 2,046,300 1,195,900 850,400 145,900 1,757,000 1,061,300 695,700 103,400 1,441,500 809,600 631,900 114,200 15-18 1,421,600 982,000 439,600 76,600 1,406,000 967,400 438,700 122,000 1,279,700 856,400 423,200 87,600 Race/ethnicity White, non-Hispanic 2,512,200 1,594,400 917,800 123,000 2,240,700 1,451,500 789,200 114,600 1,925,100 1,170,200 754,900 122,900 Black, non-Hispanic 449,300 258,800 190,500 53,300 414,100 288,300 125,900 46,100 392,900 244,400 148,500 33,100 Hispanic 373,500 222,200 151,300 36,900 383,300 205,400 178,000 52,600 280,100 163,200 116,900 36,300 Other, non-Hispanic 110,800 85,800 25,100 9,300 116,500 77,600 38,900 12,100 106,900 84,200 22,700 5,300 Urbanicity Urban 890,000 547,900 342,000 95,200 913,300 548,500 364,800 102,300 791,100 478,000 313,100 89,000 Suburban 1,907,600 1,197,800 709,800 93,400 1,693,900 1,066,800 627,100 101,400 1,470,500 867,000 603,500 101,900 Rural 670,300 432,200 238,100 33,800 555,900 413,400 142,500 21,700 459,600 321,000 138,600 10,900 Household income Less than $7,500 141,300 52,700 88,600 27,800 136,800 87,900 48,900 13,500 86,500 42,800 43,700 4,400 $7,500-14,999 284,900 164,400 120,500 35,600 254,600 149,400 105,200 25,700 251,300 143,400 107,900 16,300 $15,000-24,999 443,500 275,400 168,000 23,800 427,000 241,900 185,100 53,400 363,700 219,500 144,200 31,800 $25,000-34,999 538,800 328,000 210,800 42,000 440,200 264,700 175,500 33,200 390,700 244,400 146,300 23,400 $35,000-49,999 678,800 429,900 248,900 35,000 602,300 383,700 218,600 42,300 468,000 247,700 220,300 47,700 $50,000-74,999 620,800 415,000 205,700 34,500 597,200 410,000 187,200 32,200 501,300 342,500 158,800 36,600 $75,000 or more 495,600 341,300 154,300 13,600 435,400 326,600 108,800 16,000 453,600 303,700 149,900 25,300 1/The 1997 data are new. The 1995 and 1996 entries are revised from those previously published in the original 1998 Indicators of School Crime and Safety report. 2/Serious violent crimes are also included in violent crimes. 3/Estimate based on fewer than 10 cases. NOTE: Serious violent crimes include rape, sexual assault, robbery, and aggravated assault. Violent crimes include serious violent crimes and simple assault. Due to rounding or missing cases, details may not add to totals. Numbers are rounded to the nearest 100. SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey, 1995 to 1997. Table 1.2a Number of nonfatal crimes against students ages 12 through 18 occurring at school or going to or from school per 1,000 students, by type of crime and selected student characteristics: 1992 to 1994 1992/1 1993/1 1994/1 Serious Serious Serious Student characteristic Total Theft Violent violent/2 Total Theft Violent violent/2 Total Theft Violent violent/2 Total 144 95 48 10 155 96 59 12 150 94 56 13 Sex Male 168 105 64 15 171 101 70 14 162 97 65 15 Female 117 85 32 5 137 91 46 11 137 90 47 10 Age 12-14 172 105 67 16 190 111 79 16 187 109 78 18 15-18 120 87 33 6 125 83 42 9 119 81 38 9 Race/ethnicity White, non-Hispanic 156 105 52 9 170 106 63 11 156 101 55 11 Black, non-Hispanic 114 67 46 18 128 76 52 22 140 81 59 15 Hispanic 113 72 41 10 118 68 50 9 137 74 63 22 Other, non-Hispanic 129 110 19 ... 99 70 29 6 109 71 39 13 Urbanicity Urban 141 92 50 15 145 84 62 15 143 78 65 21 Suburban 155 105 50 10 174 113 60 12 169 107 62 13 Rural 124 80 44 6 129 77 52 11 121 84 37 4 Household income Less than $7,500 123 65 57 14 123 51 71 13 96 47 49 21 $7,500-14,999 111 65 46 13 123 74 49 13 119 75 44 6 $15,000-24,999 125 60 65 16 137 75 62 10 134 85 50 12 $25,000-34,999 137 94 43 5 187 128 58 10 162 89 73 16 $35,000-49,999 180 133 47 9 157 98 59 14 164 105 59 11 $50,000-74,999 150 119 31 4 170 115 56 12 166 105 61 13 $75,000 or more 206 136 70 17 193 143 50 9 179 129 51 8 ...No cases are reported in this cell, although the event defined by this cell could have been reported by some students with these characteristics had a different sample been drawn. 1/The 1992 through 1994 entries are revised from those previously published in the original 1998 Indicators of School Crime and Safety report. 2/Serious violent crimes are also included in violent crimes. 3/Estimate based on fewer than 10 cases. NOTE: Serious violent crimes include rape, sexual assault, robbery, and aggravated assault. Violent crimes include serious violent crimes and simple assault. Population sizes are 23,740,295 students ages 12 through 18 in 1992, 24,557,779 in 1993, and 25,326,989 in 1994. Due to rounding or missing cases, details may not add to totals. SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey, 1992 to 199 Supplemental Tables Table 1.2b Number of nonfatal crimes against students ages 12 through 18 occurring at school or going to or from school per 1,000 students, by type of crime and selected student characteristics: 1995 to 1997 1995/1 1996/1 1997/1 Serious Serious Serious Student characteristics Total Theft Violent violent/2 Total Theft Violent violent/2 Total Theft Violent violent/2 Total 135 85 50 9 121 78 43 9 102 63 40 8 Sex Male 151 92 59 11 134 78 56 11 114 64 50 10 Female 118 77 41 6 107 77 30 6 91 61 29 5 Age 12-14 176 103 73 13 151 91 60 9 123 69 54 10 15-18 101 70 31 5 97 67 30 8 86 58 29 6 Race/ethnicity White, non-Hispanic 147 93 54 7 129 83 45 7 111 67 43 7 Black, non-Hispanic 111 64 47 13 105 73 32 12 95 59 36 8 Hispanic 113 67 46 11 109 58 51 15 76 44 32 10 Other, non-Hispanic 103 80 23 9 108 72 36 11 91 72 19 5 Urbanicity Urban 126 78 49 14 126 76 50 14 105 63 42 12 Suburban 153 96 57 7 130 82 48 8 111 66 46 8 Rural 108 70 39 5 95 71 24 4 79 55 24 2 Household income Less than $7,500 81 30 51 16 86 55 31 8 64 31 32 3 $7,500-14,999 101 59 43 13 92 54 38 9 93 53 40 6 $15,000-24,999 131 82 50 7 120 68 52 15 107 65 42 9 $25,000-34,999 153 93 60 12 130 78 52 10 114 71 43 7 $35,000-49,999 142 90 52 7 131 84 48 9 105 56 49 11 $50,000-74,999 151 101 50 8 138 95 43 7 110 75 35 8 $75,000 or more 173 119 54 5 139 104 35 5 125 84 41 7 1/The 1997 data are new. The 1995 and 1996 entries are revised from those previously published in the original 1998 Indicators of School Crime and Safety report. 2/Serious violent crimes are also included in violent crimes. 3/Estimate based on fewer than 10 cases. NOTE: Serious violent crimes include rape, sexual assault, robbery, and aggravated assault. Violent crimes include serious violent crimes and simple assault. Population sizes are 25,715,220 students ages 12 through 18 in 1995; 26,151,364 in 1996; and 26,548,142 in 1997. Due to rounding or missing cases, details may not add to totals. SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey, 1995 to 1997. Table 1.3a Number of nonfatal crimes against students ages 12 through 18 occurring away from school, by type of crime and selected student characteristics: 1992 to 1994 1992/1 1993/1 1994/1 Student Serious Serious Serious characteristic Total Theft Violent violent/2 Total Theft Violent violent/2 Total Theft Violent violent/2 Total 3,286,800 1,607,600 1,679,200 750,200 3,419,700 1,691,800 1,728,000 849,500 3,258,100 1,521,700 1,736,400 832,700 Sex Male 1,967,600 1,000,400 967,300 433,300 2,009,000 1,001,100 1,007,900 527,800 1,921,200 866,200 1,055,000 522,800 Female 1,319,200 607,200 712,000 316,900 1,410,800 690,700 720,100 321,700 1,336,800 655,400 681,400 309,900 Age 12-14 1,253,700 685,900 567,800 249,700 1,236,200 655,800 580,500 280,500 1,132,900 572,200 560,700 231,400 15-18 2,033,100 921,700 1,111,400 500,500 2,183,500 1,036,000 1,147,500 569,000 2,125,200 949,500 1,175,700 601,300 Race/ethnicity White, non-Hispanic 2,294,400 1,152,100 1,142,300 450,800 2,322,900 1,128,700 1,194,200 502,600 2,209,500 1,048,100 1,161,400 482,300 Black, non-Hispanic 461,300 227,100 234,200 139,000 597,600 302,100 295,400 193,500 499,200 229,900 269,300 170,400 Hispanic 383,400 163,900 219,500 113,200 380,600 187,800 192,900 129,300 423,300 191,800 231,500 141,500 Other, non-Hispanic 132,400 59,600 72,800 40,900 94,600 61,300 33,400 19,200 99,400 47,600 51,700 25,300 Urbanicity Urban 1,124,200 532,400 591,900 265,800 1,245,900 589,000 657,000 354,200 1,095,100 489,500 605,600 320,200 Suburban 1,658,000 838,400 819,600 360,100 1,515,400 771,700 743,700 364,700 1,592,300 729,700 862,600 396,000 Rural 504,500 236,800 267,700 124,300 658,400 331,200 327,200 130,700 570,700 302,400 268,200 116,500 Household income Less than $7,500 379,500 192,900 186,600 75,200 423,500 180,300 243,300 107,100 354,400 157,800 196,600 108,600 $7,500-14,999 491,500 197,500 294,000 168,600 494,800 261,600 233,200 136,900 389,900 170,800 219,200 116,500 $15,000-24,999 592,300 246,500 345,800 143,500 563,600 257,100 306,500 152,700 426,100 179,000 247,100 110,800 $25,000-34,999 501,400 217,400 284,000 121,600 503,500 258,600 244,800 124,900 487,200 226,000 261,200 122,300 $35,000-49,999 479,800 242,600 237,200 80,200 549,500 253,600 295,900 144,700 494,200 233,500 260,700 120,900 $50,000-74,999 373,700 221,700 152,000 60,000 380,200 217,000 163,200 76,200 483,500 248,700 234,700 105,900 $75,000 or more 243,700 151,700 92,000 34,600 222,000 122,800 99,300 38,100 292,700 156,200 136,500 60,000 1/The 1992 through 1994 entries are revised from those previously published in the original 1998 Indicators of School Crime and Safety report. 2/Serious violent crimes are also included in violent crimes. 3/Estimate based on fewer than 10 cases. NOTE: Serious violent crimes include rape, sexual assault, robbery, and aggravated assault. Violent crimes include serious violent crimes and simple assault. Due to rounding or missing cases, details may not add to totals. Numbers are rounded to the nearest 100. SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey, 1992 to 1994. Supplemental Tables Table 1.3b Number of nonfatal crimes against students ages 12 through 18 occurring away from school, by type of crime and selected student characteristics, 1995-1997 1995/1 1996/1 1997/1 Serious Serious Serious Student characteristics Total Theft Violent violent/2 Total Theft Violent violent/2 Total Theft Violent violent/2 Total 3,058,300 1,561,800 1,496,500 599,000 3,050,600 1,622,900 1,427,700 670,600 3,107,300 1,551,600 1,555,800 635,900 Sex Male 1,786,900 883,000 903,900 374,600 1,890,300 1,004,000 886,400 421,200 1,806,000 914,600 891,400 361,300 Female 1,271,400 678,800 592,600 224,400 1,160,200 618,900 541,300 249,300 1,301,400 637,000 664,400 274,600 Age 12-14 1,040,200 556,100 484,100 178,300 1,058,100 600,800 457,200 209,100 1,030,700 557,600 473,100 190,300 15-18 2,018,100 1,005,700 1,012,400 420,700 1,992,500 1,022,000 970,500 461,400 2,076,600 994,000 1,082,600 445,600 Race/ethnicity White, non-Hispanic 2,048,300 1,075,900 972,400 373,100 2,030,000 1,078,400 951,600 391,700 2,089,200 1,037,500 1,051,700 414,900 Black, non-Hispanic 512,100 254,200 257,800 98,200 522,800 265,300 257,500 157,400 520,500 271,300 249,200 109,900 Hispanic 349,800 144,000 205,700 95,500 349,200 186,600 162,600 94,200 404,300 191,400 213,000 94,400 Other, non-Hispanic 114,000 64,800 49,200 23,400 112,000 72,000 40,000 24,800 67,900 36,900 31,000 12,400 Urbanicity Urban 1,057,300 518,000 539,400 229,900 993,000 494,800 498,200 274,800 1,079,800 531,600 548,300 270,700 Suburban 1,463,700 776,900 686,900 277,000 1,481,200 800,500 680,700 294,600 1,504,600 772,400 732,300 268,600 Rural 537,200 267,000 270,300 92,100 576,400 327,700 248,700 101,100 522,800 247,600 275,200 96,600 Household income Less than $7,500 329,100 162,000 167,100 68,500 284,800 134,500 150,300 103,000 181,200 97,800 83,400 31,300 $7,500-14,999 428,100 191,400 236,700 97,100 422,400 213,300 209,100 127,200 443,900 167,200 276,700 137,600 $15,000-24,999 491,400 289,100 202,300 86,100 468,600 218,800 249,800 109,800 388,700 209,600 179,000 74,300 $25,000-34,999 411,700 203,700 208,000 76,000 377,600 215,900 161,700 68,100 420,600 202,000 218,700 81,500 $35,000-49,999 486,000 238,800 247,300 104,200 465,800 250,300 215,600 69,500 510,100 308,300 201,800 81,600 $50,000-74,999 442,100 225,000 217,000 96,400 394,500 245,100 149,300 72,300 445,000 203,400 241,600 89,600 $75,000 or more 288,900 140,000 148,900 38,300 324,900 218,400 106,500 29,300 384,100 199,600 184,500 79,500 1/The 1997 data are new. The 1995 and 1996 entries are revised from those previously published in the original 1998 Indicators of School Crime and Safety report. 2/Serious violent crimes are also included in violent crimes. 3/Estimate based on fewer than 10 cases. NOTE: Serious violent crimes include rape, sexual assault, robbery, and aggravated assault. Violent crimes include serious violent crimes and simple assault. Due to rounding or missing cases, details may not add to totals. Numbers are rounded to the nearest 100. SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey, 1995 to 1997. Supplemental Tables Table 1.4a. Number of nonfatal crimes against students ages 12 through 18 occurring away from school per 1,000 students, by type of crime and school per 1,000 students, by type of crime and selected student characteristics: 1992 to 1994 1992/1 1993/1 1994/1 Serious Serious Serious Student characteristics Total Theft Violent violent/2 Total Theft Violent violent/2 Total Theft Violent violent/2 Total 138 68 71 32 139 69 70 35 129 60 69 33 Sex Male 161 82 79 35 159 79 80 42 147 66 81 40 Female 115 53 62 28 119 58 61 27 109 53 55 25 Age 12-14 116 63 53 23 111 59 52 25 99 50 49 20 15-18 157 71 86 39 163 77 86 43 153 68 85 43 Race/ethnicity White, non-Hispanic 142 71 71 28 139 68 72 30 129 61 68 28 Black, non-Hispanic 118 58 60 36 151 76 74 49 127 58 68 43 Hispanic 145 62 83 43 134 66 68 46 134 61 73 45 Other, non-Hispanic 153 69 84 47 103 67 36 21 103 49 54 26 Urbanicity Urban 180 85 95 43 187 89 99 53 160 72 89 47 Suburban 142 72 70 31 130 66 64 31 132 61 72 33 Rural 87 41 46 21 105 53 52 21 88 47 42 18 Household income Less than $7,500 187 95 92 37 205 87 118 52 185 82 102 57 $7,500-14,999 162 65 97 56 180 95 85 50 144 63 81 43 $15,000-24,999 178 74 104 43 158 72 86 43 116 49 67 30 $25,000-34,999 140 61 80 34 137 71 67 34 138 64 74 35 $35,000-49,999 113 57 56 19 129 59 69 34 110 52 58 27 $50,000-74,999 110 65 45 18 101 58 43 20 120 62 58 26 $75,000 or more 131 82 50 19 106 58 47 18 120 64 56 25 1/The 1992 through 1994 entries are revised from those previously published in the original 1998 Indicators of School Crime and Safety report. 2/Serious violent crimes are also included in violent crimes. 3/Estimate based on fewer than 10 cases. NOTE: Serious violent crimes include rape, sexual assault, robbery, and aggravated assault. Violent crimes include serious violent crimes and simple assault. Population sizes are 23,740,295 students ages 12 through 18 in 1992, 24,557,779 in 1993, and 25,326,989 in 1994. Due to rounding or missing cases, details may not add to totals. SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey, 1992 to 1994. Table 1.4b Number of nonfatal crimes against students ages 12 through 18 occurring away from school per 1,000 students, by type of crime and selected student characteristics: 1995 to 1997 1995/1 1996/1 1997/1 Serious Serious Serious Student characteristic Total Theft Violent violent/2 Total Theft Violent violent/2 Total Theft Violent violent/2 Total 119 61 58 23 117 62 55 26 117 58 59 24 Sex Male 135 67 68 28 141 75 66 31 132 67 65 26 Female 102 54 48 18 91 49 43 20 101 49 52 21 Age 12-14 89 48 42 15 91 52 39 18 88 48 40 16 15-18 143 71 72 30 137 70 67 32 140 67 73 30 Race-ethnicity White, non-Hispanic 119 63 57 22 117 62 55 22 120 60 61 24 Black, non-Hispanic 127 63 64 24 132 67 65 40 126 65 60 27 Hispanic 106 43 62 29 99 53 46 27 110 52 58 26 Other, non-Hispanic 106 60 46 22 104 67 37 23 58 32 27 11 Urbanicity Urban 150 74 77 33 137 68 69 38 143 70 73 36 Suburban 117 62 55 22 113 61 52 23 114 58 55 20 Rural 87 43 44 15 99 56 43 17 90 43 47 17 Household income Less than $7,500 189 93 96 39 179 85 94 65 133 72 61 23 $7,500-14,999 152 68 84 35 153 77 76 46 164 62 102 51 $15,000-24,999 146 86 60 26 132 62 70 31 114 62 53 22 $25,000-34,999 117 58 59 22 112 64 48 20 123 59 64 24 $35,000-49,999 102 50 52 22 102 55 47 15 114 69 45 18 $50,000-74,999 107 55 53 23 91 57 35 17 98 45 53 20 $75,000 or more 101 49 52 13 104 70 34 9 106 55 51 22 1/The 1997 data are new. The 1995 and 1996 entries are revised from those previously published in the original 1998 Indicators of School Crime and Safety report. 2/Serious violent crimes are also included in violent crimes. 3/Estimate based on fewer than 10 cases. NOTE: Serious violent crimes include rape, sexual assault, robbery, and aggravated assault. Violent crimes include serious violent crimes and simple assault. Population sizes are 25,715,220 students ages 12 through 18 in 1995; 26,151,364 in 1996; and 26,548,142 in 1997. Due to rounding or missing cases, details may not add to totals. SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey, 1995 to 1997. Table 2.1 Percentage of students ages 12 through 19 who reported criminal victimization at s victimization, grade level, and school control: 1989 and 1995 1989 1995 Type of victimization Type of victimization School characteristics Any/1 Violent/2 Property/3 Any/1 Violent/2 Property/3 Total 14.5 3.4 12.2 14.6 4.2 11.6 Grade level Grade 6 17.9 5.7 14.8 18.0 6.7 13.3 Grade 7 18.9 5.4 15.5 20.4 6.6 16.0 Grade 8 16.1 4.0 13.1 17.1 4.7 13.9 Grade 9 17.1 3.6 14.7 15.5 4.6 12.1 Grade 10 13.9 2.5 11.9 12.9 3.3 10.7 Grade 11 10.5 2.2 8.8 9.5 2.3 7.5 Grade 12 8.3 1.2 7.6 8.7 1.7 7.5 Other 13.5 7.0 10.0 10.3 4.6 6.4 School control Public 14.7 3.5 12.3 14.8 4.4 11.7 Private 12.8 2.9 10.8 12.4 2.3 10.7 Not ascertained 11.8 3.1 9.6 -- -- -- --Fewer than 30 sample cases. 1/Any victimization is a combination of reported violent and property victimization. If the student reported an incident of either, he or she is counted as having experienced any victimization. If the respondent reported having experienced both, he or she is only counted once under "Any victimization." 2/Violent victimization includes physical attacks or taking property from the student directly by force, weapons, or threats. 3/Property victimization includes theft of property from a students desk, locker, or other locations. NOTE: "At school" means in the school building, on the school grounds, or on a school bus. Population sizes are 21,554,000 students ages 12 through 19 in 1989 and 23,933,000 in 1995. SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement to the National Crime Victimization Survey, 1989 and 1995. Table 3.1 Percentage of students in grades 9 through 12 who reported being threatened or injured with a weapon on school property during the last 12 months, by selected student characteristics: 1993, 1995, and 1997 Student characteristics 1993 199 1997* Total 7.3 8.4 7.4 Sex Male 9.2 10.9 10.2 Female 5.4 5.8 4.0 Race/ethnicity White, non-Hispanic 6.3 7.0 6.2 Black, non-Hispanic 11.2 11.0 9.9 Hispanic 8.6 12.4 9.0 Asian/Pacific Islander 5.0 11.4 5.3 Other, non-Hispanic 10.2 9.5 9.9 Grade 9th 9.4 9.6 10.1 10th 7.3 9.6 7.9 11th 7.3 7.7 5.9 12th 5.5 6.7 5.8 *The response rate for this survey was less than 70 percent and a full nonresponse bias analysis has not been done to date. SOURCE: U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Center for Health Statistics, National Health Interview Survey Youth Risk Behavior Survey, 1993, 1995, and 1997. Table 4.1 Percentage of students in grades 9 through 12 who reported having been in a physical fight in the last 12 months, by selected student characteristics: 1993, 1995, and 1997 Anywhere On school property Student characteristics 1993 1995* 1997* 1993 1995* 1997* Total 41.8 38.7 36.6 16.2 15.5 14.8 Sex Male 51.2 46.1 45.5 23.5 21.0 20.0 Female 31.7 30.6 26.0 8.6 9.5 8.6 Race/ethnicity White, non-Hispanic 40.3 36.0 33.7 15.0 12.9 13.3 Black, non-Hispanic 49.5 41.6 43.0 22.0 20.3 20.7 Hispanic 43.2 47.9 40.7 17.9 21.1 19.0 Asian/Pacific Islander 30.4 38.2 24.5 11.7 18.3 8.3 Other, non-Hispanic 46.9 46.4 45.1 18.8 23.0 14.8 Grade 9th 50.4 47.3 44.8 23.1 21.6 21.3 10th 42.2 40.4 40.2 17.2 16.5 17.0 11th 40.5 36.9 34.2 13.8 13.6 12.5 12th 34.8 31.0 28.8 11.4 10.6 9.5 *The response rate for this survey was less than 70 percent and a full nonresponse bias analysis has not been done to date. SOURCE: U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, Survey--Youth Risk Behavior Survey, 1993, 1995, and 1997. Table 5.1 Percentage and number of students in grades 6 to 12 who reported being bullied at school during the current school year, by urbanicity and selected student characteristics: 1993 Percent Number Student characteristic Total Urban Suburban Rural Total Urban Suburban Rural Total 8.2 7.7 9.7 8.6 1,979,100 1,088,700 347,400 543,100 Sex Male 9.5 9.4 11.1 8.9 1,144,600 656,100 206,500 282,000 Female 6.9 6.1 8.2 8.2 834,500 432,500 140,900 261,100 Race-ethnicity White, non-Hispanic 8.7 8.5 9.5 8.6 1,467,300 730,800 263,200 473,200 Black, non-Hispanic 7.3 6.5 10.4 9.8 279,900 189,400 37,500 53,000 Hispanic 6.1 5.9 9.1 3.5 161,400 122,200 31,400 7,800 Other, non-Hispanic 9.3 8.5 -- -- 70,500 46,200 -- -- Grade level Grade 6 13.4 13.6 15.2 11.9 509,600 306,100 86,400 117,100 Grade 7 11.1 12.1 9.2 9.9 407,900 258,800 51,400 97,800 Grade 8 8.5 8.5 7.4 9.3 299,800 182,500 36,200 81,000 Grade 9 8.1 4.9 15.2 10.6 283,600 97,500 83,600 102,500 Grade 10 8.1 6.9 10.9 9.0 269,600 133,400 58,200 78,000 Grade 11 3.9 3.7 5.2 3.5 120,900 69,700 24,100 27,200 Grade 12 2.9 2.3 1.8 4.4 87,700 40,800 7,500 39,500 Region Northeast 8.6 9.7 5.4 7.5 378,900 262,900 23,600 92,400 South 8.8 8.6 9.3 8.9 753,300 392,000 112,300 249,000 Midwest 7.9 7.5 9.6 7.5 466,900 237,200 103,600 126,100 West 7.3 5.3 12.6 11.9 380,100 196,600 107,900 75,600 --Fewer than 30 sample cases. NOTE: Bullying was described as students picking on others a lot or making other students do things like give them money. "At school" means in school, at school activities during the day, or on the way to or from school. Population size is 24,060,000 students in grades 6 to 12. Due to rounding or missing cases, details may not add to totals. Numbers are rounded to the nearest 100. SOURCE: U.S. Department of Education, National Center for Education Statistics, National Household Education Survey, 1993. Table 6.1 Percentage of students in grades 9 through 12 who reported having their property stol on school property during the last 12 months, by selected student characteristics: 1993, 1995, and 1997 Student characteristics 1993 1995* 1997* Total 32.7 34.9 32.9 Sex Male 37.0 41.4 36.1 Female 28.1 27.9 29.0 Race/ethnicity White, non-Hispanic 32.0 34.9 32.6 Black, non-Hispanic 35.5 33.6 34.0 Hispanic 32.2 34.0 32.1 Asian/Pacific Islander 32.9 35.0 27.2 Other, non-Hispanic 35.9 39.0 35.5 Grade 9th 37.2 39.0 36.9 10th 32.8 36.2 35.4 11th 32.3 35.2 32.3 12th 28.9 29.5 27.9 *The response rate for this survey was less than 70 percent and a full nonresponse bias analysis SOURCE: U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Center for Health Statistics, National Health Interview Survey -- Youth Risk Behavior Survey, 1993, 1995, and 1997. Table 7.1 Percentage of public schools that reported one or more criminal incidents to police, by seriousness of the incident, urbanicity, and selected school characteristics: 1996-97 Less serious violent or nonviolent incidents Any incidents Serious violent incidents and no serious violent incidents Urban Urban Urban School characteristics Total City fringe Town Rural Total City fringe Town Rural Total City fringe Town Rural Total 56.7 59.3 58.4 63.2 46.9 10.1 16.8 11.2 5.4 7.8 46.5 42.4 46.7 57.8 39.2 Instructional level Elementary school 45.1 46.9 47.0 52.6 34.2 4.2 6.1 3.3 2.0 5.1 40.8 40.8 43.2 50.6 29.1 Middle school 74.1 86.7 78.8 70.0 62.0 18.7 35.8 21.7 7.0 15.0 55.4 50.9 57.1 63.0 47.0 High school 76.9 88.8 84.0 84.2 64.1 20.6 48.0 33.0 12.7 9.4 55.9 39.9 49.4 71.5 54.7 Region Northeast 51.6 51.9 49.3 53.7 52.5 6.8 9.5 6.9 2.6 11.0 44.7 42.2 42.4 51.2 41.5 Southeast 58.8 55.1 65.5 64.8 51.1 9.2 17.3 13.2 4.9 4.9 49.6 37.8 52.3 59.9 46.2 Central 50.8 52.5 51.7 59.9 43.6 11.1 16.4 12.4 6.4 10.2 39.7 36.1 39.3 53.4 33.5 West 64.3 69.8 69.9 72.5 45.8 11.9 20.2 13.3 7.2 5.7 51.9 49.5 54.4 65.3 40.0 School enrollment Less than 300 37.8 -- -- 44.9 38.0 3.9 -- -- 8.8 2.5 33.8 -- -- 36.1 35.5 300-999 59.6 54.2 59.2 67.3 56.8 9.3 12.5 9.0 3.2 13.9 50.2 41.7 49.5 64.1 42.9 1,000 or more 89.1 93.1 86.7 86.5 -- 32.9 44.2 29.8 15.9 -- 56.0 48.1 56.9 70.6 -- Minority enrollment Less than 5 percent 46.7 -- 47.2 53.9 40.8 5.8 -- 5.9 3.3 7.3 40.9 -- 41.3 50.5 33.5 519 percent 57.7 52.0 62.9 64.0 45.0 10.9 14.5 11.3 10.6 6.8 46.6 37.4 51.1 53.5 38.1 2049 percent 58.1 54.7 58.5 66.7 53.3 11.1 19.1 10.1 5.0 8.0 47.0 35.6 48.4 61.7 45.3 50 percent or more 68.3 64.8 62.3 81.5 74.9 14.7 17.6 17.8 4.4 11.6 53.1 47.1 42.6 77.1 63.3 Free/reduced-price lunch eligibility Less than 20 percent 54.4 50.6 57.3 64.2 41.2 8.6 12.2 9.9 7.1 5.6 45.8 38.2 47.4 57.1 35.7 21-34 percent 53.2 56.0 65.5 57.2 39.5 11.7 18.4 13.3 7.1 11.6 41.6 37.5 52.2 50.2 27.9 35-49 percent 59.4 76.1 53.3 63.1 52.5 11.6 34.2 8.6 3.0 8.6 47.8 41.5 44.7 60.1 43.9 50-74 percent 58.8 60.8 54.7 66.6 52.0 8.9 22.9 10.3 2.0 2.3 49.5 37.9 42.4 64.6 49.8 75 percent or more 59.2 58.5 -- -- -- 10.2 8.4 -- -- -- 49.0 50.2 -- -- -- -- Fewer than 30 sample cases. NOTE: Serious violent crimes include murder, rape or other type of sexual battery, suicide, physical attack or fight with a weapon, or robbery. Less serious violent or nonviolent crimes include physi- cal attack or fight without a weapon, theft/larceny, and vandalism. Any incidents refer to any of the crimes listed. Not included are any crimes not listed here and any crimes not reported to police. Schools were asked to report crimes that took place in school buildings, on school buses, on school grounds, and at places holding school-sponsored events. Population size is 78,000 public schools. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Principal/School Disciplinarian Survey on School Violence," FRSS 63, 1997. Table 7.2 Number of public schools that reported one or more criminal incidents to police, by seriousness of the incident, ubanicity, and selected school characteristics: 1996-97 Less serious violent or nonviolent incidents Any incidents Serious violent incidents and no serious violent incidents Urban Urban Urban School characteristic Total City fringe Town Rural Total City fringe Town Rural Total City fringe Town Rural Total 44,000 10,600 11,000 12,400 9,900 7,900 3,000 2,100 1,100 1,600 36,100 7,600 8,900 11,400 8,300 Instructional level Elementary school 21,600 5,900 5,900 5,800 4,100 2,000 800 400 200 600 19,600 5,100 5,500 5,600 3,500 Middle school 10,400 2,600 2,800 3,100 1,900 2,600 1,100 800 300 500 7,800 1,600 2,000 2,800 1,400 High school 12,000 2,200 2,300 3,500 4,000 3,200 1,200 900 500 600 8,700 1,000 1,400 3,000 3,400 Region Northeast 7,800 1,500 2,700 2,300 1,200 1,000 300 400 100 300 6,700 1,300 2,300 2,200 900 Southeast 10,000 2,100 2,200 3,200 2,500 1,600 600 400 200 200 8,400 1,400 1,700 3,000 2,300 Central 11,400 2,500 2,500 3,000 3,500 2,500 800 600 300 800 8,900 1,700 1,900 2,700 2,700 West 14,800 4,600 3,600 3,900 2,700 2,800 1,300 700 400 300 12,000 3,300 2,900 3,500 2,400 School enrollment Less than 300 7,700 -- -- 2,100 4,400 800 -- -- 400 300 6,900 -- -- 1,700 4,100 300-999 29,800 7,200 8,200 9,200 5,200 4,600 1,700 1,300 400 1,300 25,100 5,600 6,900 8,700 3,900 1,000 or more 6,600 2,800 2,400 1,100 -- 2,400 1,300 800 200 -- 4,100 1,400 1,500 900 -- Minority enrollment Less than 5 percent 11,300 -- 1,800 4,200 4,800 1,400 -- 200 300 900 9,900 -- 1,500 4,000 4,000 5-19 percent 10,100 1,800 3,900 3,000 1,400 1,900 500 700 500 200 8,200 1,300 3,200 2,500 1,200 20-49 percent 10,300 2,700 3,100 2,500 2,000 2,000 900 500 200 300 8,300 1,700 2,600 2,300 1,700 50 percent or more 11,900 5,600 2,300 2,300 1,600 2,600 1,500 700 100 300 9,300 4,100 1,600 2,200 1,400 Free/reduced-price lunch eligibility Less than 20 percent 10,000 1,400 4,000 3,000 1,700 1,600 300 700 300 200 8,500 1,000 3,300 2,600 1,500 21-34 percent 9,200 1,500 2,600 2,900 2,200 2,000 500 500 400 700 7,200 1,000 2,100 2,600 1,600 35-49 percent 7,700 1,700 1,400 2,100 2,500 1,500 800 200 100 400 6,200 900 1,100 2,000 2,100 50-74 percent 9,400 2,400 1,700 3,000 2,300 1,400 900 300 100 100 7,900 1,500 1,400 2,900 2,200 75 percent or more 7,400 3,700 -- -- -- 1,300 500 -- -- -- 6,100 3,200 -- -- -- -- Fewer than 30 sample cases. NOTE: Serious violent crimes include murder, rape or other type of sexual battery, suicide, physical attack or fight with a weapon, or robbery. Less serious violent or nonviolent crimes include physical attack or fight without a weapon, theft/larceny, and vandalism. Any incidents refer to any of the crimes listed. Not included are any crimes not listed here and any crimes not reported to police. Schools were asked to report crimes that took place in school buildings, on school buses, on school grounds, and at places holding school-sponsored events. Population size is 78,000 public schools. Due to rounding or missing cases, details may not add to totals. Numbers are rounded to the nearest 100. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Principal/School Disciplinarian Survey on School Violence," FRSS 63, 1997. Table 7.3 Number of criminal incidents occurring in public schools reported to police, by seriousness of the incident, ubanicity, and selected school characteristics: 1996-97 Any incidents Serious violent incidents Less serious violent or nonviolent incidents Urban Urban Urban School characteristics Total City fringe Town Rural Total City fringe Town Rural Total City fringe Town Rural Total 424,500 146,700 110,600 103,800 63,400 22,600 11,900 4,700 2,800 3,100 401,900 134,800 105,900 101,000 60,200 Instructional level Elementary school 78,700 19,000 25,900 22,200 11,600 2,900 1,400 400 200 900 75,800 17,600 25,500 22,000 10,800 Middle school 136,400 61,000 32,600 29,800 13,000 7,800 5,200 1,400 400 800 128,600 55,800 31,200 29,400 12,200 High school 209,400 66,800 52,000 51,900 38,700 11,900 5,300 2,900 2,200 1,500 197,500 61,500 49,200 49,700 37,200 Region Northeast 67,400 19,000 23,500 17,500 7,400 3,200 1,800 700 400 500 64,200 17,300 22,800 17,200 6,900 Southeast 95,400 24,400 34,600 20,700 15,700 4,100 1,600 1,600 300 600 91,300 22,800 32,900 20,400 15,200 Central 95,000 34,800 16,400 21,800 21,900 7,800 4,700 1,000 500 1,700 87,200 30,200 15,400 21,300 20,200 West 166,700 68,500 36,100 43,800 18,300 7,500 3,900 1,400 1,700 400 159,200 64,600 34,600 42,100 17,900 School enrollment Less than 300 40,000 -- -- 14,800 21,700 2,300 -- -- 1,600 600 37,700 -- -- 13,200 21,200 300-999 204,100 61,900 41,500 63,000 37,700 10,800 5,800 1,700 800 2,500 193,400 56,100 39,800 62,300 35,200 1,000 or more 180,400 82,800 67,700 26,000 -- 9,600 6,000 3,000 500 -- 170,800 76,800 64,700 25,500  Minority enrollment Less than 5 percent 66,200 -- 9,100 27,000 26,400 1,800 -- 200 300 1,300 64,500 -- 8,900 26,800 25,100 5-19 percent 88,800 15,700 35,200 28,500 9,300 4,100 1,000 1,000 1,800 200 84,700 14,700 34,200 26,700 9,100 20-49 percent 103,500 37,900 31,600 20,700 13,400 5,200 2,800 1,300 600 500 98,300 35,100 30,300 20,100 12,800 50 percent or more 159,400 89,000 34,700 21,400 14,300 11,500 8,000 2,200 200 1,100 147,900 81,000 32,500 21,200 13,200 Free/reduced-price lunch eligibility Less than 20 percent 91,700 18,100 34,300 27,300 12,000 2,900 900 1,000 600 400 88,800 17,200 33,300 26,700 11,600 21-34 percent 83,900 22,800 26,900 21,400 12,800 5,300 2,000 2,000 400 900 78,600 20,900 24,900 21,000 11,900 35-49 percent 72,900 23,600 15,700 16,600 17,100 3,300 2,000 300 400 600 69,600 21,600 15,400 16,200 16,400 50-74 percent 93,900 45,900 17,000 21,400 9,700 5,500 4,400 900 100 100 88,500 41,500 16,100 21,200 9,600 75 percent or more 75,800 35,900 -- -- -- 5,400 2,500 -- -- -- 70,400 33,500 -- -- -- --Fewer than 30 sample cases. NOTE: Serious violent crimes include murder, rape or other type of sexual battery, suicide, physical attack or fight with a weapon, or robbery. Less serious violent or nonviolent crimes include physical attack or fight without a weapon, theft/larceny, and vandalism. Any incidents refer to any of the crimes listed. Not included are any crimes not listed here and any crimes not reported to police. Schools were asked to report crimes that took place in school buildings, on school buses, on school grounds, and at places holding school-sponsored events. Due to rounding or missing cases, details may not add to totals. Numbers are rounded to the nearest 100. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Principal/School Disciplinarian Survey on School Violence," FRSS 63, 1997. Table 7.4 Number of criminal incidents reported to police per 1,000 public school students, by seriousness of school characteristics: 1996-97 Less serious Any incidents Serious violent incidents violent or nonviolent incidents School Urban Urban Urban characteristic Total City fringe Town Rural Total City fringe Town Rural Total City fringe Town Rural Total 10.0 11.6 8.8 10.2 9.0 0.5 0.9 0.4 0.3 0.4 9.5 10.7 8.4 9.9 8.5 Instructional level Elementary school 3.5 2.7 3.9 4.5 3.0 0.1 0.2 0.1 0.0 0.2 3.4 2.5 3.8 4.5 2.8 Middle school 16.2 24.8 12.6 13.0 12.2 0.9 2.1 0.6 0.2 0.8 15.3 22.6 12.0 12.9 11.4 High school 18.1 20.9 15.7 17.6 18.1 1.0 1.7 0.9 0.8 0.7 17.0 19.3 14.9 16.8 17.4 Region Northeast 8.1 8.8 7.7 8.2 7.4 0.4 0.8 0.2 0.2 0.5 7.7 8.0 7.5 8.0 6.9 Southeast 9.2 9.1 13.6 7.2 7.0 0.4 0.6 0.6 0.1 0.3 8.8 8.5 13.0 7.1 6.7 Central 9.5 13.7 5.9 9.4 9.6 0.8 1.8 0.4 0.2 0.7 8.8 11.9 5.5 9.2 8.9 West 12.2 13.1 8.7 15.5 12.1 0.5 0.7 0.3 0.6 0.3 11.6 12.4 8.4 14.8 11.8 School enrollment Less than 300 10.7 -- -- 17.1 11.2 0.6 -- -- 1.8 0.3 10.1 -- -- 15.3 10.9 300-999 7.3 8.0 5.2 8.3 8.0 0.4 0.8 0.2 0.1 0.5 6.9 7.3 5.0 8.2 7.5 1,000 or more 16.9 18.2 17.0 15.3 -- 0.9 1.3 0.8 0.3 -- 16.0 16.8 16.3 15.0 -- Minority enrollment Less than 5 percent 6.9 -- 4.6 7.6 7.3 0.2 -- 0.1 0.1 0.3 6.7  4.4 7.6 7.0 5-19 percent 8.7 7.4 8.1 11.1 8.0 0.4 0.5 0.2 0.7 0.2 8.3 6.9 7.9 10.4 7.8 20-49 percent 10.2 11.6 9.7 9.7 8.9 0.5 0.9 0.4 0.3 0.4 9.7 10.8 9.3 9.4 8.5 50 percent or more 13.2 13.1 11.8 13.3 20.0 1.0 1.2 0.8 0.1 1.6 12.3 12.0 11.1 13.2 18.4 Free/reduced-price lunch eligibility Less than 20 percent 8.1 9.1 6.8 9.9 8.0 0.3 0.5 0.2 0.2 0.3 7.9 8.6 6.6 9.7 7.8 21-34 percent 9.2 11.3 10.5 8.2 6.5 0.6 1.0 0.8 0.2 0.5 8.6 10.3 9.7 8.1 6.0 35-49 percent 10.7 13.7 10.3 9.4 9.6 0.5 1.2 0.2 0.2 0.4 10.2 12.5 10.1 9.2 9.2 50-74 percent 11.7 16.1 8.7 9.8 9.1 0.7 1.5 0.4 0.1 0.1 11.0 14.5 8.3 9.8 9.0 75 percent or more 11.2 9.2 -- -- -- 0.8 0.6 -- -- -- 10.4 8.6 -- -- -- --Fewer than 30 sample cases. NOTE: Serious violent crimes include murder, rape or other type of sexual battery, suicide, physical attack or fight with a weapon, or robbery. Less serious violent or nonviolent crimes include physical attack or fight without a weapon, theft/larceny, and vandalism. Any incidents refer to any of the crimes listed. Not included are any crimes not listed here and any crimes not reported to police. Schools were asked to report crimes that took place in school buildings, on school buses, on school grounds, and at places holding school-sponsored events. Population size is 42,336,819 public school students. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Principal/School Disciplinarian Survey on School Violence," FRSS 63, 1997. Table 8.1 Percentage of public schools that reported one or more incidents of serious violent crime to police, by t urbanicity, and selected school characteristics: 1996-97 Rape or other type Physical attack or fight of sexual battery with a weapon Robbery School Urban Urban Urban characteristic Total City fringe Town Rural Total City fringe Town Rural Total City fringe Town Rural Total 3.0 5.1 3.7 1.3 2.1 6.0 10.3 6.5 3.0 4.9 3.1 8.1 2.7 0.9 1.1 Instructional level Elementary school 0.8 1.1 0.9 * 1.3 2.3 4.0 2.0 * 3.0 0.8 1.9 0.4 * 0.9 Middle school 5.2 9.2 7.5 2.1 3.1 11.6 21.8 10.7 5.6 11.1 5.4 15.3 6.8 * 1.7 High school 7.6 20.4 11.6 3.9 3.4 12.5 28.0 21.1 8.0 5.7 7.9 31.0 8.0 4.1 1.3 Region Northeast 2.2 4.2 2.0 0.9 2.7 4.2 7.5 3.7 0.9 7.2 3.1 7.8 2.1 0.9 3.6 Southeast 3.5 4.2 8.7 2.4 0.6 5.0 12.2 4.4 1.8 3.2 2.3 5.9 2.6 0.7 1.1 Central 2.9 7.0 1.3 * 3.4 5.8 6.3 9.4 2.0 5.8 2.6 7.6 2.5 -- 1.3 West 3.2 4.7 4.6 1.9 1.5 8.2 13.2 8.0 6.6 4.3 4.1 9.9 3.7 1.8 -- School enrollment Less than 300 1.3 -- -- 1.5 1.3 1.9 -- -- 4.0 1.2 0.5 -- -- 1.5 * 300-999 2.5 2.5 3.4 0.9 3.3 5.6 7.9 4.7 2.0 9.0 2.2 4.6 1.4 0.5 2.6 1,000 or more 11.4 18.3 8.7 4.5 -- 20.4 26.5 18.8 9.1 -- 15.8 27.0 12.0 2.3 -- Minority enrollment Less than 5 percent 1.8 -- 2.6 0.9 2.1 3.2  1.6 2.0 4.4 1.0 -- 1.6 0.5 1.1 5-19 percent 3.2 5.9 3.6 1.5 1.8 5.6 4.4 6.8 5.7 4.3 2.1 6.1 0.9 1.5 0.8 20-49 percent 3.6 7.0 2.2 1.6 3.1 7.4 12.1 7.9 3.2 4.9 2.9 8.7 1.1 1.0 -- 50 percent or more 4.0 4.0 7.2 2.1 1.4 9.3 12.2 8.7 1.3 9.3 7.3 9.5 9.1 1.0 3.5 Free/reduced-price lunch eligibility Less than 20 percent 2.9 4.5 3.5 1.4 2.4 5.1 8.0 5.2 5.6 2.6 1.2 4.1 1.2 * 0.6 21-34 percent 3.4 6.4 5.4 * 3.7 6.5 11.9 9.1 2.0 6.1 2.7 8.7 1.9 0.7 2.4 35-49 percent 4.4 11.3 5.4 1.9 2.4 6.1 19.2 1.0 1.0 6.2 2.9 12.6 2.2 1.1 * 50-74 percent 1.6 4.2 2.6 * * 6.0 13.3 8.4 1.3 2.3 3.8 11.5 3.8 0.7 * 75 percent or more 3.0 3.0 -- -- -- 6.7 5.5 -- -- -- 5.6 5.9 -- -- -- --Fewer than 30 sample cases. *No cases are reported in this cell, although the event defined by this cell could have been reported by some schools with these characteristics had a different sample been drawn. NOTE: Examples of weapons are guns, knives, sharp-edged or pointed objects, baseball bats, frying pans, sticks, rocks, and bottles. Schools were asked to report crimes that took place in school buildings, on school buses, on school grounds, and at places holding school-sponsored events. Population size is 78,000 public schools. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Principal/School Disciplinarian Survey on School Violence," FRSS 63, 1997. Table 8.2 Percentage of public schools that reported one or more less serious violent or nonviolent criminal incidents, by type of incident, urbanicity, and selected school characteristics: 1996-97 Physical attack or fight without a weapon Theft or larceny Vandalism School Urban Urban Urban characteristics Total City fringe Town Rural Total City fringe Town Rural Total City fringe Town Rural Total 27.8 30.4 28.2 31.8 21.3 30.7 34.5 28.9 36.1 24.0 37.8 40.9 37.3 43.6 30.1 Instructional level Elementary school 12.1 13.3 14.9 11.2 8.6 18.8 21.3 17.4 23.3 13.7 30.5 31.6 31.7 38.5 20.6 Middle school 51.2 65.8 47.8 49.9 42.5 44.0 60.7 44.1 44.3 26.6 47.3 60.4 43.8 44.8 41.6 High school 55.1 74.3 63.3 67.2 35.5 55.2 69.7 61.2 61.6 42.5 51.7 64.8 54.0 55.8 42.9 Region Northeast 22.8 20.6 21.8 28.2 17.9 26.4 34.7 20.8 31.1 20.2 37.0 37.8 31.4 45.7 33.0 Southeast 28.7 31.8 31.0 32.2 21.2 31.7 25.6 39.8 34.6 28.0 36.4 39.2 38.1 35.8 33.6 Central 26.4 26.4 29.5 34.5 19.5 25.7 27.8 22.3 36.7 19.6 30.3 35.0 29.7 30.0 28.1 West 31.6 36.9 31.9 31.6 25.3 37.6 44.2 36.7 41.0 28.0 46.6 47.5 50.0 61.7 28.9 School enrollment Less than 300 16.6 -- -- 15.9 18.0 17.6 -- -- 23.8 19.3 23.4 -- -- 26.1 24.6 300-999 26.5 24.2 23.8 33.1 24.1 30.5 28.5 26.6 37.6 28.6 40.1 36.6 38.0 47.8 37.1 1,000 or more 67.0 69.7 61.7 74.3 -- 68.0 75.0 63.3 64.4 -- 61.6 64.5 61.3 63.7 -- Minority enrollment Less than 5 percent 22.3 -- 22.3 29.3 17.4 24.2 -- 20.1 32.3 20.3 29.1 -- 27.3 35.7 24.7 5-19 percent 27.4 19.6 30.7 30.0 25.9 28.1 21.6 27.2 35.7 26.2 40.0 41.2 45.7 41.4 26.0 20-49 percent 31.5 40.9 26.3 36.8 21.5 30.5 30.6 34.5 31.2 24.2 37.8 37.8 33.3 42.1 39.8 50 percent or more 31.7 29.3 32.7 33.0 37.4 41.3 43.0 32.5 47.1 42.1 46.9 42.9 39.2 65.3 51.1 Free/reduced-price lunch eligibility Less than 20 percent 28.9 27.5 29.6 38.4 18.4 30.0 26.4 29.5 40.8 21.2 37.3 40.1 37.6 40.2 32.0 21-34 percent 27.3 32.4 33.0 26.8 21.4 24.7 39.2 21.9 29.5 15.5 33.6 45.0 42.4 38.1 17.7 35-49 percent 28.3 48.9 20.8 30.6 21.2 34.8 47.2 35.3 36.5 27.7 37.9 56.6 22.3 40.6 35.8 50-74 percent 28.0 33.0 28.5 29.5 21.6 31.1 32.1 31.6 37.2 23.8 39.2 32.8 35.4 49.6 37.1 75 percent or more 24.8 23.1 -- -- -- 35.5 33.5 -- -- -- 41.6 39.8 -- -- -- --Fewer than 30 sample cases. NOTE: Examples of weapons are guns, knives, sharp-edged or pointed objects, baseball bats, frying pans, sticks, rocks, and bottles. Schools were asked to report crimes that took place in school buildings, on school buses, on school grounds, and at places holding school-sponsored events. Population size is 78,000 public schools. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Principal/School Disciplinarian Survey on School Violence," FRSS 63, 1997. Table 8.3 Number of public schools that reported one or more incidents of serious violent crime to police, by type of incident, ubanicity, and selected school characteristics: 1996-97 Rape or other Physical type of sexual battery attack or fight with a weapon Robbery School Urban Urban Urban characteristics Total City fringe Town Rural Total City fringe Town Rural Total City fringe Town Rural Total 2,326 912 707 256 451 4,695 1,845 1,230 580 1,039 2,389 1,461 520 171 237 Instructional level Elementary school 404 141 115 * 149 1,108 499 254 * 355 395 239 53 * 103 Middle school 731 281 265 91 93 1,626 665 379 247 335 760 467 242 * 51 High school 1,192 491 328 164 209 1,960 681 597 334 349 1,235 755 226 171 83 Region Northeast 333 124 112 36 61 627 224 203 36 165 468 233 116 36 82 Southeast 595 155 290 120 31 850 456 146 90 158 394 220 85 36 52 Central 661 327 61 * 273 1,313 298 454 98 463 582 356 123 * 103 West 738 307 245 100 86 1,904 868 427 356 253 946 652 196 98 * School enrollment Less than 300 255 -- -- 68 154 383 -- -- 187 135 101 -- -- 68 * 300-999 1,232 334 473 128 297 2,804 1,051 658 273 821 1,123 619 194 73 237 1,000 or more 840 545 235 60 -- 1,508 794 512 120 -- 1,166 810 326 30 -- Minority enrollment Less than 5 percent 430 -- 97 66 247 773 -- 61 158 515 231 -- 61 36 133 5-19 percent 557 210 223 68 56 974 156 418 265 136 366 215 57 68 26 20-49 percent 636 341 116 62 117 1,320 589 424 121 185 520 424 59 36 * 50 percent or more 704 342 272 60 31 1,628 1,060 328 36 203 1,273 822 344 30 78 Free/reduced-price lunch eligibility Less than 20 percent 531 123 244 66 98 946 218 359 261 108 222 110 86 * 26 21-34 percent 589 167 217 * 205 1,120 308 368 100 344 473 226 77 36 133 35-49 percent 566 250 138 62 117 785 426 26 32 301 373 279 57 36 * 50-74 percent 250 166 85 * * 959 528 271 60 100 607 456 121 30 * 75 percent or more 373 191 -- -- -- 844 349 -- -- -- 698 373 -- -- -- --Fewer than 30 sample cases. *No cases are reported in this cell, although the event defined by this cell could have been reported by some schools with these characteristics had a different sample been drawn. NOTE: Examples of weapons are guns, knives, sharp-edged or pointed objects, baseball bats, frying pans, sticks, rocks, and bottles. Schools were asked to report crimes that took place in school buildings, on school buses, on school grounds, and at places holding school-sponsored events. Population size is 78,000 public schools. Due to rounding or missing cases, details may not add to totals. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Principal/School Disciplinarian Survey on School Violence," FRSS 63, 1997. Table 8.4 Number of public schools that reported one or more less serious violent or nonviolent criminal incidents to police, by type of incident, urbanicity, and selected school characteristics: 1996-97 Physical attack or fight without a weapon Theft or larceny Vandalism Urban Urban Urban School characteristics Total City fringe Town Rural Total City fringe Town Rural Total City fringe Town Rural Total 21,600 5,500 5,400 6,200 4,500 23,800 6,200 5,400 7,100 5,100 29,300 7,400 7,000 8,500 6,400 Instructional level Elementary school 5,800 1,700 1,900 1,200 1,000 9,000 2,700 2,200 2,600 1,600 14,600 3,900 4,000 4,200 2,400 Middle school 7,200 2,000 1,700 2,200 1,300 6,200 1,900 1,600 1,900 800 6,600 1,800 1,600 2,000 1,300 High school 8,600 1,800 1,800 2,800 2,200 8,600 1,700 1,700 2,600 2,600 8,100 1,600 1,500 2,300 2,600 Region Northeast 3,400 600 1,200 1,200 400 4,000 1,000 1,100 1,300 500 5,600 1,100 1,700 2,000 800 Southeast 4,900 1,200 1,000 1,600 1,000 5,400 1,000 1,300 1,700 1,400 6,200 1,500 1,300 1,800 1,700 Central 5,900 1,200 1,400 1,700 1,500 5,800 1,300 1,100 1,800 1,600 6,800 1,600 1,400 1,500 2,200 West 7,300 2,400 1,700 1,700 1,500 8,700 2,900 1,900 2,200 1,700 10,700 3,100 2,600 3,300 1,700 School enrollment Less than 300 3,400 -- -- 700 2,100 3,600 -- -- 1,100 2,200 4,700 -- -- 1,200 2,800 300-999 13,300 3,200 3,300 4,500 2,200 15,200 3,800 3,700 5,100 2,600 20,000 4,900 5,200 6,500 3,400 1,000 or more 4,900 2,100 1,700 1,000 -- 5,000 2,200 1,700 900 -- 4,500 1,900 1,700 800  Minority enrollment Less than 5 percent 5,400 -- 800 2,300 2,000 5,900 -- 700 2,500 2,400 7,000 -- 1,000 2,800 2,900 5-19 percent 4,800 700 1,900 1,400 800 4,900 800 1,700 1,700 800 7,000 1,500 2,800 1,900 800 20-49 percent 5,600 2,000 1,400 1,400 800 5,400 1,500 1,800 1,200 900 6,700 1,800 1,800 1,600 1,500 50 percent or more 5,500 2,500 1,200 1,000 800 7,200 3,700 1,200 1,400 900 8,200 3,700 1,400 1,900 1,100 Free/reduced-price lunch eligibility Less than 20 percent 5,300 700 2,100 1,800 800 5,500 700 2,100 1,900 900 6,900 1,100 2,600 1,800 1,300 21-34 percent 4,700 800 1,300 1,400 1,200 4,300 1,000 900 1,500 900 5,800 1,200 1,700 1,900 1,000 35-49 percent 3,700 1,100 500 1,000 1,000 4,500 1,000 900 1,200 1,300 4,900 1,300 600 1,300 1,700 50-74 percent 4,500 1,300 900 1,300 1,000 5,000 1,300 1,000 1,700 1,100 6,200 1,300 1,100 2,200 1,600 75 percent or more 3,100 1,500 -- -- -- 4,400 2,100 -- -- -- 5,200 2,500 -- -- -- --Fewer than 30 sample cases. NOTE: Examples of weapons are guns, knives, sharp-edged or pointed objects, baseball bats, frying pans, sticks, rocks, and bottles. Schools were asked to report crimes that took place in school buildings, on school buses, on school grounds, and at places holding school-sponsored events. Population size is 78,000 public schools. Due to rounding or missing cases, details may not add to totals. Numbers are rounded to the nearest 100. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Principal/School Disciplinarian Survey on School Violence," FRSS 63, 1997. Table 8.5 Number of serious violent criminal incidents occurring in public schools reported to police, by type of incident, ubanicity, and selected school characteristics: 1996-97 Rape or other Physical attack type of sexual battery or fight with a weapon Robbery Urban Urban Urban School characteristics Total City fringe Town Rural Total City fringe Town Rural Total City fringe Town Rural Total 4,200 1,900 1,100 300 800 11,000 5,400 2,100 1,700 1,800 7,200 4,500 1,500 600 500 Instructional level Elementary school 700 300 100 * 300 1,600 900 300 * 500 400 200 100 * 100 Middle school 1,400 600 600 100 200 4,100 2,700 600 300 500 2,300 1,900 300 * 100 High school 2,100 1,100 500 200 400 5,300 1,800 1,200 1,400 800 4,400 2,400 1,200 600 300 Region Northeast 500 200 200 ± 100 1,100 600 300 ** 200 1,600 900 200 300 200 Southeast 1,200 400 500 200 200 1,600 900 500 100 200 1,300 300 700 ** 300 Central 1,200 600 100 * 500 4,300 2,400 500 200 1,100 2,100 1,600 400 * 100 West 1,300 700 400 100 100 3,900 1,600 700 1,300 400 2,200 1,600 300 300 * School enrollment Less than 300 300 -- -- 100 200 1,400 -- -- 1,000 300 200 -- -- 200 * 300-999 2,000 600 700 100 600 5,700 3,300 700 300 1,400 3,000 1,900 300 300 500 1,000 or more 1,800 1,300 500 100 -- 3,900 2,100 1,300 400 -- 3,900 2,600 1,300 100 -- Minority enrollment Less than 5 percent 700 -- 100 100 500 900 -- 100 200 600 300 -- 100 ** 200 5-19 percent 800 400 300 100 100 2,400 400 600 1,300 100 600 300 100 200 100 20-49 percent 1,500 800 300 100 200 2,200 1,100 600 200 300 1,500 900 300 300 * 50 percent or more 1,200 700 400 100 ** 5,400 3,900 700 ** 800 4,800 3,400 1,100 100 300 Free/reduced-price lunch eligibility Less than 20 percent 800 300 300 100 200 1,400 300 400 500 200 700 300 300 * 100 21-34 percent 1,100 400 400 * 400 2,400 900 1,000 100 400 1,500 700 600 ** 200 35-49 percent 1,000 500 100 100 200 1,500 1,000 ** ** 400 900 500 100 300 * 50-74 percent 600 400 200 * * 2,900 2,300 500 100 100 2,000 1,700 200 100 * 75 percent or more 600 400 -- -- -- 2,700 900 -- -- -- 2,000 1,200 -- -- -- --Fewer than 30 sample cases. *No cases are reported in this cell, although the event defined by this cell could have been reported by some schools with these characteristics had a different sample been drawn. **Values are less than 50. NOTE: Examples of weapons are guns, knives, sharp-edged or pointed objects, baseball bats, frying pans, sticks, rocks, and bottles. Schools were asked to report crimes that took place in school buildings, on school buses, on school grounds, and at places holding school-sponsored events. Due to rounding or missing cases, details may not add to totals. Numbers are rounded to the nearest 100. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Principal/School Disciplinarian Survey on School Violence," FRSS 63, 1997. Table 8.6 Number of less serious violent or nonviolent criminal incidents occurring in public schools reported to police, by type of incident, urbanicity, and selected school characteristics: 1996-97 Physical attack or fight without a weapon Theft or larceny Vandalism Urban Urban Urban School characteristics Total City fringe Town Rural Total City fringe Town Rural Total City fringe Town Rural Total 187,900 62,100 54,800 46,300 24,700 115,500 39,900 28,300 29,000 18,300 98,500 32,700 22,800 25,700 17,200 Instructional level Elementary school 21,500 2,900 8,300 7,400 3,000 19,500 5,700 6,400 4,600 2,900 34,800 9,000 10,800 10,000 5,000 Middle school 73,300 34,100 19,100 14,700 5,400 31,500 12,300 8,100 7,700 3,400 23,800 9,400 4,000 7,000 3,400 High school 93,100 25,200 27,400 24,300 16,300 64,600 22,000 13,800 16,700 12,100 39,900 14,300 8,000 8,700 8,900 Region Northeast 29,100 8,800 12,200 5,000 3,000 18,100 4,000 6,000 5,500 2,600 17,100 4,400 4,700 6,700 1,200 Southeast 50,700 9,800 22,700 11,400 6,800 23,300 7,400 6,400 5,300 4,200 17,300 5,600 3,900 3,700 4,200 Central 45,600 18,300 8,200 10,900 8,200 23,000 7,500 4,200 6,000 5,300 18,600 4,400 3,000 4,400 6,700 West 62,500 25,200 11,700 19,000 6,700 51,200 21,100 11,700 12,200 6,200 45,500 18,300 11,200 10,900 5,000 School enrollment Less than 300 15,600 -- -- 5,800 8,200 9,900 -- -- 3,200 6,100 12,300 -- -- 4,200 6,900 300-999 87,900 27,500 18,400 27,600 14,500 51,400 13,500 9,900 17,400 10,700 54,000 15,100 11,600 17,300 10,000 1,000 or more 84,400 34,200 35,300 12,900 -- 54,200 25,900 18,300 8,400 -- 32,200 16,700 11,000 4,200 -- Minority enrollment Less than 5 percent 24,300 -- 3,100 11,200 8,300 21,400 -- 3,400 8,100 8,700 18,700 -- 2,400 7,500 8,100 5-19 percent 35,600 5,500 15,600 10,500 3,900 29,400 5,800 10,500 9,500 3,600 19,700 3,400 8,000 6,700 1,600 20-49 percent 54,000 16,800 17,500 13,400 6,200 25,900 11,000 8,800 3,000 3,100 18,500 7,300 4,000 3,700 3,400 50 percent or more 72,600 38,100 18,500 9,800 6,200 34,800 21,500 5,500 4,900 2,900 40,400 21,400 8,500 6,600 4,000 Free/reduced-price lunch eligibility Less than 20 percent 40,000 6,400 16,100 12,900 4,500 29,500 7,200 10,100 8,300 3,900 19,300 3,600 7,100 5,500 3,200 21-34 percent 34,900 8,800 13,800 7,300 5,000 26,100 7,400 6,200 8,100 4,400 17,700 4,700 4,900 5,600 2,500 35-49 percent 33,300 10,700 8,700 7,200 6,800 21,600 6,500 5,100 5,100 4,900 14,700 4,400 1,600 4,000 4,800 50-74 percent 45,900 22,900 9,200 10,100 3,700 22,400 10,600 4,500 4,800 2,500 20,100 8,000 2,500 6,400 3,300 75 percent or more 28,800 13,200 -- -- -- 15,800 8,200 -- -- -- 25,800 12,000 -- -- -- --Fewer than 30 sample cases. NOTE: Examples of weapons are guns, knives, sharp-edged or pointed objects, baseball bats, frying pans, sticks, rocks, and bottles. Schools were asked to report crimes that took place in school buildings, on school buses, on school grounds, and at places holding school-sponsored events. Due to rounding or missing cases, details may not add to totals. Numbers are rounded to the nearest 100. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Principal/School Disciplinarian Survey on School Violence," FRSS 63, 1997. Table 8.7 Number of serious violent criminal incidents reported to police per 1,000 public school students, by type of incident, urbanicity, and selected school characteristics: 1996-97 Rape or Physical other type of sexual battery attack or fight with a weapon Robbery Urban Urban Urban School characteristics Total City fringe Town Rural Total City fringe Town Rural Total City fringe Town Rural Total 0.1 0.2 0.1 0.0 0.1 0.3 0.4 0.2 0.2 0.3 0.2 0.4 0.1 0.1 0.1 Instructional level Elementary school 0.0 0.0 0.0 * 0.1 0.1 0.1 0.0 * 0.1 0.0 0.0 0.0 * 0.0 Middle school 0.2 0.2 0.2 0.0 0.2 0.5 1.1 0.2 0.1 0.5 0.3 0.8 0.1 * 0.1 High school 0.2 0.3 0.1 0.1 0.2 0.5 0.6 0.4 0.5 0.4 0.4 0.7 0.3 0.2 0.2 Region Northeast 0.1 0.1 0.1 0.0 0.1 0.1 0.3 0.1 0.0 0.2 0.2 0.4 0.1 0.1 0.2 Southeast 0.1 0.2 0.2 0.1 0.1 0.2 0.3 0.2 0.0 0.1 0.1 0.1 0.3 0.0 0.1 Central 0.1 0.2 0.0 * 0.2 0.4 1.0 0.2 0.1 0.5 0.2 0.6 0.1 * 0.0 West 0.1 0.1 0.1 0.0 0.1 0.3 0.3 0.2 0.5 0.2 0.2 0.3 0.1 0.1 * School enrollment Less than 300 0.1 -- -- 0.1 0.1 0.4 -- -- 1.2 0.2 0.1 -- -- 0.2 * 300-999 0.1 0.1 0.1 0.0 0.1 0.2 0.4 0.1 0.0 0.3 0.1 0.3 0.0 0.0 0.1 1,000 or more 0.2 0.3 0.1 0.1 -- 0.4 0.5 0.3 0.2 -- 0.4 0.6 0.3 0.0 -- Minority enrollment Less than 5 percent 0.1 -- 0.0 0.0 0.1 0.1  0.0 0.0 0.2 0.0 -- 0.0 0.0 0.0 5-19 percent 0.1 0.2 0.1 0.0 0.0 0.2 0.2 0.1 0.5 0.1 0.1 0.1 0.0 0.1 0.0 20-49 percent 0.1 0.2 0.1 0.0 0.2 0.2 0.3 0.2 0.1 0.2 0.1 0.3 0.1 0.1 * 50 percent or more 0.1 0.1 0.1 0.0 0.0 0.5 0.6 0.2 0.0 1.1 0.4 0.5 0.4 0.0 0.4 Free/reduced-price lunch eligibility Less than 20 percent 0.1 0.1 0.1 0.0 0.1 0.1 0.2 0.1 0.2 0.1 0.1 0.2 0.1 * 0.0 21-34 percent 0.1 0.2 0.2 * 0.2 0.3 0.4 0.4 0.1 0.2 0.2 0.3 0.2 0.0 0.1 35-49 percent 0.1 0.3 0.1 0.1 0.1 0.2 0.6 0.0 0.0 0.2 0.1 0.3 0.1 0.2 * 50-74 percent 0.1 0.1 0.1 * * 0.4 0.8 0.2 0.0 0.1 0.2 0.6 0.1 0.0 * 75 percent or more 0.1 0.1 -- -- -- 0.4 0.2 -- -- -- 0.3 0.3 -- -- -- --Fewer than 30 sample cases. *No cases are reported in this cell, although the event defined by this cell could have been reported by some schools with these characteristics had a different sample been drawn. NOTE: Examples of weapons are guns, knives, sharp-edged or pointed objects, baseball bats, frying pans, sticks, rocks, and bottles. Schools were asked to report crimes that took place in school buildings, on school buses, on school grounds, and at places holding school-sponsored events. Population size is 42,336,819 public school students. Values of 0.0 are less than 0.05. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Principal/School Disciplinarian Survey on School Violence," FRSS 63, 1997. Table 8.8 Number of less serious violent or nonviolent criminal incidents reported to police per 1,000 public schools, by type of incident, urbanicity, and selected school characteristics: 1996-97 Physical attack or fight without weapon Theft or larceny Vandalism Urban Urban Urban School characteristicsTotal City fringe Town Rural Total City fringe Town Rural Total City fringe Town Rural Total 4.4 4.9 4.4 4.6 3.5 2.7 3.2 2.3 2.9 2.6 2.3 2.6 1.8 2.5 2.4 Instructional level Elementary school 1.0 0.4 1.2 1.5 0.8 0.9 0.8 1.0 0.9 0.7 1.6 1.3 1.6 2.0 1.3 Middle school 8.7 13.8 7.4 6.4 5.1 3.7 5.0 3.1 3.4 3.2 2.8 3.8 1.5 3.1 3.1 High school 8.0 7.9 8.3 8.2 7.6 5.6 6.9 4.2 5.7 5.6 3.4 4.5 2.4 2.9 4.2 Region Northeast 3.5 4.1 4.0 2.3 3.0 2.2 1.9 1.9 2.6 2.6 2.0 2.1 1.5 3.1 1.2 Southeast 4.9 3.6 8.9 4.0 3.0 2.3 2.7 2.5 1.9 1.9 1.7 2.1 1.5 1.3 1.9 Central 4.6 7.2 2.9 4.7 3.6 2.3 2.9 1.5 2.6 2.3 1.9 1.7 1.1 1.9 3.0 West 4.6 4.8 2.8 6.7 4.4 3.7 4.0 2.8 4.3 4.1 3.3 3.5 2.7 3.8 3.3 School enrollment Less than 300 4.2 -- -- 6.7 4.2 2.6 -- -- 3.7 3.1 3.3 -- -- 4.9 3.6 300-999 3.1 3.6 2.3 3.6 3.1 1.8 1.8 1.2 2.3 2.3 1.9 2.0 1.5 2.3 2.1 1,000 or more 7.9 7.5 8.9 7.6 -- 5.1 5.7 4.6 4.9 -- 3.0 3.7 2.8 2.5 -- Minority enrollment Less than 5 percent 2.5  1.6 3.2 2.3 2.2 -- 1.7 2.3 2.4 2.0 -- 1.2 2.1 2.3 5-19 percent 3.5 2.6 3.6 4.1 3.3 2.9 2.7 2.4 3.7 3.1 1.9 1.6 1.8 2.6 1.4 20-49 percent 5.3 5.2 5.4 6.3 4.2 2.5 3.4 2.7 1.4 2.1 1.8 2.3 1.2 1.7 2.3 50 percent or more 6.0 5.6 6.3 6.1 8.7 2.9 3.2 1.9 3.0 4.1 3.4 3.2 2.9 4.1 5.6 Free/reduced-price lunch eligibility Less than 20 percent 3.5 3.2 3.2 4.7 3.0 2.6 3.6 2.0 3.0 2.6 1.7 1.8 1.4 2.0 2.1 21-34 percent 3.8 4.3 5.3 2.8 2.5 2.8 3.6 2.4 3.1 2.2 1.9 2.3 1.9 2.1 1.3 35-49 percent 4.9 6.2 5.7 4.1 3.8 3.2 3.8 3.4 2.9 2.7 2.2 2.5 1.0 2.3 2.7 50-74 percent 5.7 8.0 4.7 4.6 3.5 2.8 3.7 2.3 2.2 2.4 2.5 2.8 1.3 2.9 3.1 75 percent or more 4.3 3.4 -- -- -- 2.3 2.1 -- -- -- 3.8 3.1 -- -- -- --Fewer than 30 sample cases. NOTE: Examples of weapons are guns, knives, sharp-edged or pointed objects, baseball bats, frying pans, sticks, rocks, and bottles. Schools were asked to report crimes that took place in school buildings, on school buses, on school grounds, and at places holding school-sponsored events. Population size is 42,336,819 public school students. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Principal/School Disciplinarian Survey on School Violence," FRSS 63, 1997. Table 9.1 Number of nonfatal crimes against teachers and average annual number of crimes per 1,000 teachers at school, by type of crime and selected teacher characteristics: Aggregated from 1993 to 1997 Total crimes from 1993 to 1997 Average annual number of crimes per 1,000 teachers Serious Serious Teacher characteristics Total/1 Theft Violent/2 violent/3 Total/1 Theft Violent/2 violent/3 Total 1,771,300 1,114,100 657,100 78,000 84 53 31 4 Instructional level Elementary 639,500 444,100 195,500 44,100 57 40 18 4 Middle/Junior high 538,000 291,100 246,900 15,400 131 71 60 4 Senior high 593,700 378,900 214,800 18,500 102 65 37 3 Sex Male 499,000 261,000 238,000 20,800 95 50 45 4 Female 1,272,300 853,200 419,100 57,200 81 54 27 4 Race-ethnicity White, non-Hispanic 1,523,700 942,600 581,100 65,200 87 54 33 4 Black, non-Hispanic 152,500 107,900 44,600 10,500 76 54 22 5 Hispanic 70,100 47,200 22,900 ... 67 45 22 ... Other, non-Hispanic 14,600 8,300 6,300 2,300 49 28 21 8 Urbanicity of school/5 Urban 1,005,300 628,500 376,800 46,100 105 65 39 5 Suburban 437,700 294,100 143,600 16,300 67 45 22 3 Rural 238,500 136,900 101,600 9,800 61 35 26 3 ...No cases were reported in this cell, although the crime defined by the cell could have happened to some teachers with these characteristics if a different sample had been drawn. 1/Total crimes include rape/sexual assault, robbery, aggravated assault, simple assault, and theft. 2/Violent crimes include rape/sexual assault, robbery, aggravated assault, and simple assault. 3/Serious violent crimes include rape/sexual assault, robbery, and aggravated assault, which are included in violent crime. 4/The estimate was based on fewer than 10 cases. 5/Teachers teaching in more than one school in different locales are not included. NOTE: The data were aggregated from 1993 to 1997 due to the small number of teachers in each year's sample. On average, there were about 4.2 million teachers per year over the 5-year period for a total population size of 21,062,797 teachers. The average annual number of full-time-equivalent teachers is approximately 2.9 million. The population reported here includes part-time teachers as well as other instructional and support staff. Due to rounding or missing data, details may not add to totals. Numbers are rounded to the nearest 100. SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey, 1993 to 1997. Table 10.1 Percentage and number of teachers who reported that they were threatened with injury or that they were physically attacked by a student during the past 12 months, by urbanicity and selected teacher and school characteristics: 199394 school year Teachers threatened Teachers with injury by a student physically attacked by a student Percent Number Percent Number Urban Small Urban Small Urban Small Urban Small Selected Central fringe/ town/ Central fringe/ town/ Central fringe/ town/ Central fringe/ town/ characteristic Total city large town rural Total city large town rural Total city large town rural Total city large town rural Total 11.7 15.1 10.7 9.8 341,000 132,100 99,600 109,300 4.1 5.6 4.0 3.1 119,200 48,100 37,000 34,100 Sex Male 14.7 19.5 14.0 11.8 115,900 45,100 33,800 37,000 3.9 5.8 3.6 2.7 30,800 13,500 8,800 8,500 Female 10.5 13.5 9.5 9.1 225,100 87,000 65,800 72,400 4.2 5.4 4.1 3.3 88,400 34,600 28,200 25,700 Race/ethnicity White, non-Hispanic 11.5 15.4 10.5 9.9 294,300 103,900 88,400 102,000 4.1 5.7 3.9 3.1 102,700 37,900 32,800 32,000 Black, non-Hispanic 11.9 13.0 12.6 8.5 23,600 14,600 5,300 3,700 3.9 4.2 4.3 2.4 7,700 4,800 1,900 1,000 Hispanic 13.1 15.3 10.6 10.1 15,800 10,200 3,400 2,200 5.2 6.4 4.3 2.7 6,100 4,200 1,300 500 Other, non-Hispanic 13.4 16.9 13.0 9.4 7,300 3,300 2,500 1,400 5.2 6.6 5.0 3.6 2,800 1,200 1,000 500 Teacher level Elementary 8.7 11.7 7.4 7.3 133,600 56,300 35,900 41,400 4.9 6.5 4.6 3.8 75,400 31,100 22,400 22,000 Secondary 15.0 19.3 14.2 12.5 207,400 75,800 63,700 67,900 3.2 4.3 3.2 2.2 43,800 17,000 14,600 12,200 Control Public 12.8 17.8 11.6 10.2 325,400 126,800 92,600 106,000 4.4 6.4 4.2 3.2 110,700 45,100 32,900 32,600 Private 4.2 3.3 5.0 4.6 15,600 5,300 7,000 3,300 2.3 1.9 2.9 2.1 8,500 3,000 4,000 1,500 NOTE: Population size is 2,940,000 teachers. Due to rounding or missing cases, details may not add to totals. Numbers are rounded to the nearest 100. SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 199394 (Teacher and School Questionnaires). Table 11.1 Percentage of students in grades 9 through 12 who reported carrying a weapon on school property at least 1 day in the past 30 days, by selected student characteristics: 1993, 1995, and 1997 Student characteristics 1993 1995* 1997* Total 11.8 9.8 8.5 Sex Male 17.9 14.3 12.5 Female 5.1 4.9 3.7 Race ethnicity White, non-Hispanic 10.9 9.0 7.8 Black, non-Hispanic 15.0 10.3 9.2 Hispanic 13.3 14.1 10.4 Asian/Pacific Islander 6.5 5.7 4.0 Other, non-Hispanic 17.3 13.0 10.9 Grade 9th 12.6 10.7 10.2 10th 11.5 10.4 7.7 11th 11.9 10.2 9.4 12th 10.8 7.6 7.0 Ungraded or other 24.7 88.9 16.2 *The response rate for this survey was less than 70 percent and a full nonresponse bias analysis has not been done. SOURCE: U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Center for Health Statistics, National Health Interview Survey Youth Risk Behavior Survey, 1993, 1995, and 1997. Table 11.2. Percentage of students in grades 9 through 12 who reported carrying a weapon at any time at least 1 day in the past 30 days, by selected student characteristics: 1993, 1995, and 1997 Student characteristics 1993 1995* 1997* Total 22.1 20.0 18.3 Sex Male 34.3 31.1 27.7 Female 9.2 8.3 7.0 Race-ethnicity White, non-Hispanic 20.6 18.9 17.0 Black, non-Hispanic 28.5 21.8 21.7 Hispanic 24.4 24.7 23.3 Asian/Pacific Islander 11.0 14.6 9.2 Other, non-Hispanic 29.8 24.8 19.2 Grade 9th 25.5 22.6 22.6 10th 21.4 21.1 17.4 11th 21.5 20.3 18.2 12th 19.9 16.1 15.4 Ungraded or other 40.3 95.2 16.7 *The response rate for this survey was less than 70 percent and a full nonresponse bias analysis has not been done to date. SOURCE: U.S. Department of Health and Human Services, Public Health Service, Centers Disease Control and Prevention, National Center for Health Statistics, National Health Interview Survey --Youth Risk Behavior Survey, 1993, 1995, and 1997. Table 12.1 Percentage of students ages 12 through 19 who reported fearing being attacked or harmed at school or on the way to and from school, by selected student characteristics: 1989 and 1995 Feared attack or harm at school* Feared attack or harm on the way to and from school* 1989 1995 1989 1995 Sub- Sub- Sub- Sub- Student characteristic Total Urban urban Rural Total Urban urban Rural Total Urban urban Rural Total Urban urban Rural Total 5.5 7.5 4.8 4.8 8.6 12.3 7.5 7.1 4.4 8.2 3.5 2.3 6.7 11.7 5.3 4.1 Sex Male 5.7 7.8 5.1 4.6 8.3 11.1 7.4 7.2 3.8 6.5 3.4 1.9 5.4 9.6 4.3 3.1 Female 5.4 7.2 4.5 5.0 9.0 13.5 7.5 7.0 5.1 9.9 3.6 2.6 8.0 13.9 6.4 5.1 Race-ethnicity White, non-Hispanic 4.4 5.7 4.1 4.1 6.2 8.7 5.7 5.7 2.8 4.7 2.7 1.9 3.8 7.5 3.0 3.1 Black, non-Hispanic 6.8 7.3 6.0 6.5 13.4 14.7 11.2 13.4 7.9 11.4 5.7 2.8 13.1 14.7 15.6 5.5 Hispanic 11.4 13.5 10.2 7.6 15.9 16.3 17.1 11.9 10.1 13.0 7.8 6.3 14.1 15.8 13.1 11.9 Other, non-Hispanic 8.0 6.3 7.7 12.5 9.3 12.0 9.2 3.7 6.0 6.7 6.2 4.0 8.1 14.0 5.6 5.4 *Includes students who reported that they sometimes or most of the time feared being victimized in this way. NOTE: "At school" means in the school building, on the school grounds, or on a school bus. Population sizes are 21,554,000 students ages 12 through 19 in 1989 and 23,933,000 in 1995. SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement to the National Crime Victimization Survey, 1989 and 1995. Table 13.1 Percentage and number of students ages 12 through 19 who reported that they avoided one or more places in school, by urbanicity and selected student characteristics, 1989 and 1995 Percent Number 1989 1995 1989 1995 Student Sub- Sub- Sub- Sub- characteristic Total Urban urban Rural Total Urban urban Rural Total Urban urban Rural Total Urban urban Rural Total 5.1 6.9 4.1 5.1 8.7 11.8 7.9 6.9 1,096,000 400,100 409,000 287,000 2,073,900 741,900 897,200 434,900 Sex Male 5.1 6.9 4.0 5.2 8.7 12.4 7.6 7.2 569,000 203,200 210,600 155,300 1,077,000 397,700 446,700 232,600 Female 5.1 6.8 4.1 4.9 8.6 11.1 8.2 6.7 527,000 196,900 198,400 131,700 996,900 344,200 450,500 202,300 Race/ethnicity White, non-Hispanic 4.5 5.6 4.0 4.6 7.0 8.7 6.5 6.9 685,600 160,300 321,300 204,000 1,145,900 242,700 561,700 341,400 Black, non-Hispanic 6.8 7.8 3.2 8.6 12.0 14.1 11.0 8.0 229,000 135,500 28,300 65,200 448,900 270,100 117,400 61,400 Hispanic 6.5 8.1 5.2 4.5 13.0 14.2 15.0 5.0 131,600 78,200 40,900 12,500 377,300 188,100 166,000 23,100 Other, non-Hispanic 6.3 9.6 4.7 4.3 10.9 14.5 10.0 6.9 49,800 26,100 18,400 5,300 102,000 40,900 52,000 9,000 Age 12 6.5 8.8 4.9 6.8 11.6 13.2 12.2 8.8 209,300 77,500 71,900 59,800 432,900 128,400 218,900 85,600 13 6.0 6.7 6.5 4.5 10.9 11.2 11.2 10.1 200,600 58,800 103,400 38,400 411,600 114,700 196,100 100,800 14 6.3 8.4 5.0 6.3 8.6 11.7 7.7 7.1 203,900 73,100 76,700 54,000 320,800 115,600 139,400 65,900 15 5.0 8.4 3.2 4.8 8.7 15.0 6.3 6.2 160,900 72,000 49,400 39,500 321,300 153,300 108,700 59,200 16 4.0 6.0 2.9 3.8 6.8 9.0 6.5 5.5 130,500 52,000 45,300 33,100 250,500 80,100 114,100 56,300 17 3.6 3.6 3.1 4.6 6.5 10.2 4.7 6.0 118,000 32,100 46,700 39,100 205,200 86,300 71,400 47,500 18 3.5 5.4 1.7 4.6 5.8 10.3 4.5 3.8 60,900 26,300 13,600 21,000 105,600 48,000 38,100 19,500 19 5.2 10.8 2.2 2.8 7.9 15.4 7.9 ... 12,100 8,300 2,000 1,900 26,000 15,500 10,500 ... Control Public 5.4 7.5 4.4 5.0 9.3 13.2 8.6 7.1 1,042,200 383,400 394,900 263,900 2,022,700 720,500 869,700 432,600 Private 1.5 1.7 1.2 2.4 2.3 2.6 2.2 1.2 28,200 11,000 11,300 5,900 49,100 21,400 25,400 2,200 ...No cases are reported in this cell, although the event defined by this cell could have been reported by some students with these characteristics had a different sample been drawn. NOTE: Places include the entrance into the school, any hallways and stairs in the school, parts of the school cafeteria, any school restrooms, and other places. Population sizes are 21,554,000 students ages 12 through 19 in 1989 and 23,933,000 in 1995. Due to rounding or missing cases, details may not add to totals. Numbers are rounded to the nearest 100. SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement to the National Crime Victimization Survey, 1989 and 1995 Table 14.1 Percentage of students ages 12 through 19 who reported that street gangs were present at school, by urbanicity and selected student characteristics: 1989 and 1995 1989 1995 Student characteristic Total Urban Suburban Rural Total Urban Suburban Rural Total 15.3 24.8 14.0 7.9 28.4 40.7 26.3 19.9 Sex Male 15.8 27.5 13.7 7.8 28.9 40.7 27.2 20.4 Female 14.8 22.1 14.3 7.9 27.9 40.8 25.3 19.3 Race/ethnicity White, non-Hispanic 11.7 19.8 11.2 7.3 23.0 34.0 22.6 17.8 Black, non-Hispanic 19.8 24.2 17.5 12.7 34.7 42.2 32.9 18.4 Hispanic 31.6 37.2 33.9 5.5 49.5 53.5 47.9 41.9 Other, non-Hispanic 25.4 37.4 23.6 4.4 31.2 36.7 28.5 30.2 Age 12 12.1 16.7 11.4 8.4 19.3 29.0 16.9 14.1 13 14.5 22.2 13.5 8.3 26.7 36.0 26.3 18.0 14 17.9 28.1 17.3 8.5 30.6 44.6 27.8 21.1 15 16.2 29.8 12.6 8.8 32.7 46.6 30.3 22.1 16 16.4 27.0 15.6 7.1 30.2 43.2 29.1 20.5 17 15.3 24.1 14.8 7.0 31.0 44.6 26.3 25.7 18 14.5 25.3 12.7 6.0 28.8 39.6 29.0 18.6 19 16.9 36.1 7.0 7.6 30.7 54.1 23.8 15.9 Control Public 16.5 27.2 15.3 8.1 30.6 45.4 28.6 20.5 Private 4.4 6.1 3.7 2.7 6.8 9.6 5.6 2.2 NOTE: "At school" was not defined for the questionnaire respondent. Population sizes are 21,554,000 students ages 12 through 19 in 1989 and 23,933,000 in 1995. SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement to the National Crime Victimization Survey, 1989 and 1995. Table 15.1 Percentage and number of public schools that reported that 1 or more of 17 discipline issues* was a serious problem in their school, by urbanicity and selected school characteristics: 1996-97 Percent Number Urban Urban School characteristics Total City fringe Town Rural Total City fringe Town Rural Total 16.0 18.6 14.1 15.7 15.7 12,400 3,300 2,700 3,100 3,300 Instructional level Elementary school 8.4 11.7 6.6 6.2 9.1 4,100 1,500 800 700 1,100 Middle school 18.4 23.8 15.2 18.5 16.6 2,600 700 500 800 500 High school 36.9 47.3 46.1 37.9 28.0 5,800 1,200 1,300 1,600 1,700 Region Northeast 13.2 22.5 9.5 13.8 8.8 2,000 700 500 600 200 Southeast 18.4 18.7 15.3 20.1 18.5 3,100 700 500 1,000 900 Central 13.6 12.2 16.2 15.0 11.9 3,100 600 800 800 900 West 18.3 21.2 16.3 13.7 21.1 4,300 1,400 900 700 1,200 School size Less than 300 9.5 10.0 ** 8.0 12.0 1,900 200 ** 400 1,400 300-999 15.4 15.4 11.8 16.3 19.6 7,700 2,100 1,600 2,200 1,800 1,000 or more 37.6 37.4 38.3 37.2 34.7 2,800 1,100 1,000 500 100 Minority enrollment Less than 5 percent 10.3 5.5 7.1 13.8 9.4 2,500 *** 300 1,100 1,100 5-19 percent 17.3 15.2 16.5 21.2 15.3 3,000 500 1,000 1,000 500 20-49 percent 17.0 17.5 12.8 13.0 26.2 3,000 900 700 500 1,000 50 percent or more 21.7 21.8 18.9 16.4 33.1 3,800 1,900 700 500 700 Free/reduced-price lunch eligibility Less than 20 percent 13.1 15.7 11.8 17.4 9.0 2,400 400 800 800 400 21-34 percent 15.6 22.9 17.0 15.4 11.4 2,700 600 700 800 600 35-49 percent 19.0 28.5 1.9 23.1 21.0 2,500 600 ** 800 1,000 50-74 percent 16.0 14.0 25.4 9.3 17.8 2,600 600 800 400 800 75 percent or more 17.5 17.6 13.8 14.4 23.8 2,200 1,100 300 300 500 *Student tardiness, student absenteeism/class cutting, physical conflicts among students, robbery or theft of items worth over $10, vandalism of school property, student alcohol use, student drug use, sale of drugs on school grounds, student tobacco use, student possession of weapons, trespassing, verbal abuse of teachers, physical abuse of teachers, teacher absenteeism, teacher alcohol or drug use, racial tensions, and gangs. **No cases are reported in this cell, although the event defined by this cell could have been reported by some students with these characteristics had a different sample been drawn. ***Values are less than 50. NOTE: "At school" was not defined for the questionnaire respondent. Population size is 78,000 public schools. Due to rounding or missing cases, details may not add to totals. Numbers are rounded to the nearest 100. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Principal/School Disciplinarian Survey on School Violence," FRSS 63, 1997. Supplemental Tables Table 16.1 Percentage of students in grades 9 through 12 who reported using alcohol in the last 30 days, by selected student characteristics: 1993, 1995, and 1997 Anywhere On school property Student characteristics 1993 1995* 1997* 1993 1995* 1997* Total 48.0 51.6 50.8 5.2 6.3 5.6 Sex Male 50.1 53.2 53.3 6.2 7.2 7.2 Female 45.9 49.9 47.8 4.2 5.3 3.6 Race/ethnicity White, non-Hispanic 49.9 54.1 54.0 4.6 5.6 4.8 Black, non-Hispanic 42.5 42.0 36.9 6.9 7.6 5.6 Hispanic 50.8 54.7 53.9 6.8 9.7 8.2 Asian/Pacific Islander 26.4 29.6 23.0 3.0 3.7 2.3 Other, non-Hispanic 43.6 54.7 53.2 9.1 7.2 8.2 Grade 9th 40.5 45.6 44.2 5.2 7.5 5.9 10th 44.0 49.5 47.2 4.7 5.9 4.6 11th 49.7 53.7 53.2 5.2 5.7 6.0 12th 56.4 56.5 57.3 5.5 6.2 5.9 *The response rate for this survey was less than 70 percent and a full nonresponse bias analysis has not been done to date. SOURCE: U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Center for Health Statistics, National Health Interview Survey Youth Risk Behavior Survey, 1993, 1995, and 1997. Table 17.1 Percentage of students in grades 9 through 12 who reported using marijuana in the last 30 days, by selected student characteristics: 1993, 1995, and 1997 Anywhere On school property Student characteristics 1993 1995* 1997* 1993 1995* 1997* Total 17.7 25.3 26.2 5.6 8.8 7.0 Sex Male 20.6 28.4 30.2 7.8 11.9 9.0 Female 14.6 22.0 21.4 3.3 5.5 4.6 Race/ethnicity White, non-Hispanic 17.3 24.5 25.0 5.0 7.1 5.8 Black, non-Hispanic 18.6 28.6 28.2 7.3 12.3 9.1 Hispanic 19.4 27.8 28.6 7.5 12.9 10.4 Asian/Pacific Islander 8.8 12.8 11.0 3.7 7.7 2.5 Other, non-Hispanic 25.3 28.5 32.4 8.9 13.1 9.5 Grade 9th 13.2 20.9 23.6 4.4 8.7 8.1 10th 16.5 25.5 25.0 6.5 9.8 6.4 11th 18.4 27.6 29.3 6.5 8.6 7.9 12th 22.0 26.2 26.6 5.1 8.0 5.7 *The response rate for this survey was less than 70 percent and a full nonresponse bias analysis has not been done to date. SOURCE: U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Center for Health Statistics, National Health Interview Survey Youth Risk Behavior Survey, 1993, 1995, and 1997. Table 18.1 Percentage of students in grades 9 through 12 who reported that drugs were made available to them on school property during the last 12 months, by selected student characteristics: 1993, 1995, and 1997 Student characteristics 1993 1995* 1997* Total 24.0 32.1 31.7 Sex Male 28.5 38.8 37.4 Female 19.1 24.8 24.7 Race/ethnicity White, non-Hispanic 24.1 31.7 31.0 Black, non-Hispanic 17.5 28.5 25.4 Hispanic 34.1 40.7 41.1 Asian/Pacific Islander 14.7 26.5 25.2 Other, non-Hispanic 29.2 33.4 35.2 Grade 9th 21.8 31.1 31.4 10th 23.7 35.0 33.4 11th 27.5 32.8 33.2 12th 23.0 29.1 29.0 *The response rate for this survey was less than 70 percent and a full nonresponse bias analysis has not been done to date. SOURCE: U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, Survey Youth Risk Behavior Survey, 1993, 1995, and 1997. Standard error tables are available. Contact ASK_BJS@ojp.usdoj.gov end of file 9/28/99 pm th