A Profile of Criminal Incidents at School: 

Results From the 2003–05 National Crime Victimization Survey 

Crime Incident Report

NCES 2010-318REV U.S. DEPARTMENT OF EDUCATION

A Profile of Criminal Incidents at School: 

Results From the 2003–05 National Crime Victimization Survey 

Crime Incident Report

MAY 2010

Sally A. Ruddy

Lynn Bauer

Education Statistics Services Institute –

American Institutes for Research

Samantha Neiman

Education Statistics Services Institute –

MacroSys, LLC

Monica R. Hill

Project Officer

National Center for Education Statistics

NCES 2010-318REV

U.S. DEPARTMENT OF EDUCATION
U.S. Department of Education 

Arne Duncan 

Secretary 

Institute of Education Sciences 

John Q. Easton

Director

National Center for Education Statistics

Stuart Kerachsky

Deputy Commissioner

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Suggested Citation

Ruddy, S., Bauer, L., and Neiman, S. (2010). A Profile of Criminal Incidents at School: Results From the 2003–05 National Crime Victimization Survey Crime Incident Report (NCES 2010-318REV). National Center for Education Statistics, Institute of Education Sciences, U.S. 

Department of Education. Washington, DC.

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Content Contact

Monica R. Hill

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monica.hill@ed.gov
Highlights

This report provides estimates of criminal incidents that occur at school. Incident-level data were obtained from 

the National Crime Victimization Survey (NCVS), the nation’s primary source of information on criminal 

victimization and criminal incidents in the United States. The NCVS collects demographic information on 

respondents in the NCVS Basic Screen Questionnaire (NCVS-1), and data on the characteristics of criminal 

incidents are collected in the NCVS Crime Incident Report (NCVS-2). 

In order to reach a sample size that was large enough to allow the reporting of estimates that meet the National 

Center for Education Statistics’ (NCES) statistical standards, it was necessary to pool three NCVS data years 

to derive the estimates presented in this report. Estimates of criminal incidents at school provided in this 

report are from the most recently available, concatenated, incident-level data file and include data years 2003, 

2004, and 2005. Incidents that were included in this analysis occurred inside the school building, on school 

property, or on the way to or from school, and were reported by respondents ages 12 through 18 attending 

middle and high school. While there may be variation in incidents across geographic location or categories 

of urbanicity, this report does not explore those possibilities. See the introduction and appendix A for a more 

detailed discussion of the data used in this report. 

Major findings include the following:

X During the 2003–05 period, 4,763,000 criminal incidents occurred at school. This included 2,911,000 

thefts and 1,852,000 violent incidents (table 1). 

X The highest percentage of violent incidents occurred inside the school building (54 percent), with 35 

percent occurring outside the school building on school property (school parking area, play area, school 

bus, etc.), and 11 percent on the way to or from school (figure 1 and table 1).1

 Similarly, the highest 

percentage of thefts occurred inside the school building (87 percent), while 11 percent occurred on school 

property, and 2 percent on the way to or from school. 

X Inside the victim’s school building, a higher percentage of violent incidents occurred in hallways or 

stairwells (41 percent) than in classrooms (29 percent), locations in the “other” category (25 percent), or 

bathrooms or locker rooms (5 percent) (figure 2 and table 2). The highest percentage of thefts occurred 

in bathrooms or locker rooms (36 percent), followed by classrooms (26 percent), other locations inside 

the victim’s school building (21 percent), and hallways or stairwells (16 percent). 

X A greater percentage of both thefts and violent incidents occurred between noon and 3 p.m. (36 percent 

and 41 percent, respectively) than between 6 a.m. and noon (28 percent and 33 percent, respectively) 

or 3 p.m. to 6 p.m. (13 percent and 15 percent, respectively) (figure 3 and table 3). Nineteen percent of 

respondents said that they did not know when thefts occurred, and 7 percent of respondents reported 

that they did not know when violent incidents occurred. 

X Eighty-two percent of any incidents at school were not reported to police, whereas 16 percent were 

reported (figure 4 and table 4). It was unknown whether 2 percent of any incidents were reported to the 

police. A higher percentage of thefts went unreported to police (87 percent) than did violent incidents 

(74 percent). 

1 Estimates for on school property are taken from item 10 on the NCVS-2. This question asks respondents “Where did this incident happen?” Response option 19 is “On school property (school parking area, play area, school bus, etc.).” Estimates for on the 

way to or from school are taken from item 135 on the NCVS-2, “What were you doing when this incident happened?” Response 

option 3 is “on the way to or from school.”

A Profile of Criminal Incidents at School v
X More violent incidents at school involved an offender without a weapon (85 percent) than with a weapon 

(10 percent). Five percent of respondents said that they did not know if the offender had a weapon. 

Of those violent incidents in which a weapon was present, 39 percent involved the presence of a knife 

(figure 5 and table 5). 

X No injury to victims occurred in 73 percent of violent incidents, whereas 27 percent of violent incidents 

did involve an injury. In 83 percent of the violent incidents in which an injury occurred, victims sustained 

bruises, cuts, or chipped teeth2

 (table 6). 

X Eighty percent of violent incidents were committed by a single offender (table 7). The offender was known 

to victims in 90 percent of violent single-offender incidents (figure 6 and table 8). 

X In 36 percent of the violent incidents in which multiple offenders were involved, the incident was 

committed by a group in which at least one member had previously committed a crime or made threats 

against the respondent or other household members (figure 6 and table 8). In 29 percent of violent 

incidents in which a single offender was involved, the incident was committed by a person who had 

previously committed a crime or made threats against the respondent or other household members. 

X A higher percentage of violent incidents committed by a single offender involved a male offender 

(75 percent) than a female offender (25 percent) (table 9). A higher percentage of these incidents were 

committed by an offender age 14 years or younger (53 percent) than by an offender ages 15 through 17 years 

(38 percent), or age 21 years or older (4 percent).

X For violent incidents involving multiple offenders, a greater percentage was committed by an all-male 

group (51 percent) than an all-female group (30 percent) (table 9). 

X Among violent incidents, a greater percentage committed by multiple offenders involved at least one 

offender who was a gang member (24 percent) than by a single offender who was a gang member 

(4 percent) (table 9). 

2

 Includes a black eye, scratches, or swelling.

vi A Profile of Criminal Incidents at School
A Profile of Criminal Incidents at School vii

Acknowledgments

This report would not have been possible without the continued support of the U.S. Department of Education’s 

Office of Safe and Drug-Free Schools, under the sponsorship of Bill Modzeleski.

The authors would also like to thank all of the respondents to the NCVS survey. This report would not be 

possible without their participation. 
This page is intentionally left blank.
A Profile of Criminal Incidents at School ix

Contents

Highlights.................................................................................................................................... iii

Acknowledgments ..........................................................................................................................v

List of Tables...............................................................................................................................viii

List of Figures.................................................................................................................................x

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

Data Sources ..................................................................................................................................2

Definitions.....................................................................................................................................4

Study Considerations .....................................................................................................................5

Understanding Statistical Significance............................................................................................6

How This Report is Organized ......................................................................................................7

Location of Criminal Incidents at School ......................................................................................8

Location of Incidents Inside the Victim’s School Building ............................................................10

Time of Incident ..........................................................................................................................12

Reports to Police..........................................................................................................................14

Violent Incidents: Weapon Use and Injuries to Victims................................................................17

Number of Offenders ..................................................................................................................19

Characteristics of Violent Offenders.............................................................................................20

References ....................................................................................................................................25

Appendix A: Technical Notes .....................................................................................................A-1

Appendix B: Standard Error Tables.............................................................................................B-1

Appendix C: Selected Items From the National Crime Victimization Survey Basic Screen 

Questionnaire (NCVS-1) .............................................................................................. C-1

Appendix D: Selected Items From the National Crime Victimization Survey Crime Incident 

Report (NCVS-2) .........................................................................................................D-1
x A Profile of Criminal Incidents at School

List of Tables

Table Page

1. Number and percentage of incidents that occurred at school in various locations, 

by type of incident: 2003–05 .............................................................................................9

2. Number and percentage of incidents that occurred in various locations inside the 

victim’s school building, by type of incident: 2003–05......................................................11

3. Number and percentage of incidents at school that occurred during specific times, 

by type of incident: 2003–05............................................................................................13

4. Number and percentage of incidents at school reported to police and, if not reported, 

why incident was not reported, by type of incident: 2003–05...........................................16

5. Number and percentage of violent incidents at school in which the offender had a 

weapon and the type of weapon: 2003–05........................................................................18

6. Number and percentage of violent incidents at school that resulted in injuries and 

the type of injury: 2003–05 .............................................................................................18

7. Number and percentage of incidents at school in which respondent was present, 

and whether a single offender or multiple offenders were involved, by type of incident: 

2003–05...........................................................................................................................19

8. Number and percentage of violent single-offender and multiple-offender incidents 

at school in which offender was known or was a stranger and whether the incident 

was repeated by the same offender: 2003–05 ....................................................................21

9. Number and percentage of violent single-offender and multiple-offender incidents 

at school and specific offender characteristics: 2003–05....................................................22

A-1. Items included in the NCVS-2 item nonresponse bias analysis ...........................................5

A-2. Unweighted and weighted response rates for created variables.............................................5

B-1. Standard errors for 1: Number and percentage of incidents that occurred at school 

in various locations, by type of incident: 2003–05 .............................................................1

B-2. Standard errors for 2: Number and percentage of incidents that occurred in various 

locations inside the victim’s school building, by type of incident: 2003–05.........................1

B-3. Standard errors for 3: Number and percentage of incidents at school that occurred 

during specific times, by type of incident: 2003–05............................................................1

B-4. Standard errors for 4: Number and percentage of incidents at school reported to police 

and, if not reported, why incident was not reported, by type of incident: 2003–05 ............2

B-5. Standard errors for 5: Number and percentage of violent incidents at school in which 

the offender had a weapon and the type of weapon: 2003–05.............................................2
A Profile of Criminal Incidents at School xi

B-6. Standard errors for 6: Number and percentage of violent incidents at school that 

resulted in injuries and the type of injury: 2003–05 ...........................................................3

B-7. Standard errors for 7: Number and percentage of incidents at school in which 

respondent was present, and whether a single offender or multiple offenders were 

involved, by type of incident: 2003–05...............................................................................3

B-8. Standard errors for 8: Number and percentage of violent single-offender and 

multiple-offender incidents at school in which offender was known or was a stranger 

and whether the incident was repeated by the same offender: 2003–05...............................3

B-9. Standard errors for 9: Number and percentage of violent single-offender and 

multiple-offender incidents at school and specific offender characteristics: 2003–05...........4
xii A Profile of Criminal Incidents at School

List of Figures

Figure Page

1. Percentage of criminal incidents that occurred at school, by various locations: 2003–05.....9

2. Percentage of criminal incidents at school, by various locations inside the victim’s 

school building: 2003–05.................................................................................................11

3. Percentage of criminal incidents at school, by specific times: 2003–05..............................13

4. Percentage of criminal incidents at school, by incidents not reported to police and 

reasons why the incident was not reported: 2003–05........................................................15

5. Percentage of violent incidents at school in which the offender did not have a weapon, 

had a weapon, and the type of weapon: 2003–05 .............................................................17

6. Percentage of violent single-offender and multiple-offender incidents at school in 

which offender was known or was a stranger and whether the incident was repeated 

by the same offender: 2003–05.........................................................................................21
A Profile of Criminal Incidents at School 1

Introduction

School crime and violence continue to be a major concern of educators, policymakers, administrators, and 

parents. Understanding the scope and nature of criminal incidents perpetrated at school is an essential step 

in developing solutions to address the issues concerning school crime and violence. Title 1 of the Education 

Sciences and Reform Act (P.L. 107-279) mandates that the NCES collect, report, analyze and disseminate 

statistical data related to education in the U.S. In particular, it requires the examination of the characteristics 

and nature of criminal incidents at school, including but not limited to, the frequency and seriousness of 

violence affecting students, the relationship between victims and offenders, demographic characteristics of 

victims and offenders, and weapons used in incidents of crime at school. 

Much of what is known about school crime focuses on specific victim and school characteristics, student 

avoidance behaviors, and school conditions associated with victimization at school. For example, Bauer et 

al. (2008) found that, in the 2005–06 school year, about 4 percent of students ages 12 through 18 reported 

that they were victims of any crime at school. Although these victim-centered analyses are an important 

contribution to school violence literature, they provide a limited understanding of the scope and nature of 

criminal victimization precisely because they do not include data on attributes of the incidents (Anderson and 

Umberson 2001; Archer and Grascia 2006). For example, school administrators may want to know where 

incidents of crime at school occur so that prevention efforts can be directed most efficiently. In their analysis 

of 2001 NCVS data, Snyder and Sickmund (2006) found that about half of all violent crimes and over half 

of all thefts experienced by students occurred in school or when students were on their way to or from school. 

Several studies have also found that the areas surrounding schools are associated with higher rates of crime and 

that patterns varied at different times of day (Gouvis-Roman 2002; Kautt and Roncek 2007). Information 

that encompasses incident characteristics, such as that contained in this report, complements existing data on 

school crime and broadens the public’s understanding of students’ perceptions of their victimization and their 

school environment (Elliott, Hamburg, and Williams 1998). 
2 A Profile of Criminal Incidents at School

Data Sources

Sponsored by the U.S. Department of Justice, Bureau of Justice Statistics (BJS), the National Crime 

Victimization Survey (NCVS) is the primary source of information on criminal victimization in the United 

States. Data about respondent demographic information and whether or not they experienced crime during the 

reporting period is collected in the National Crime Victimization Survey (NCVS) Basic Screen Questionnaire 

(NCVS-1). Data about specific incident characteristics for incidents reported in the NCVS-1 come from the 

NCVS Crime Incident Report (NCVS-2).

The NCVS employs a stratified multistage cluster sample technique. Each month, the U.S. Census Bureau 

selects respondents for the NCVS using a “rotating panel” design. Households are selected into the sample 

using a stratified, multistage cluster design. In the first stage, the primary sampling units (PSUs), consisting of 

counties or groups of counties, are selected, and smaller areas, called Enumeration Districts (EDs), are selected 

within each sampled PSU. Within each ED, clusters of four households, called segments, are selected. Across 

all EDs, sampled households are then divided into discrete groups (rotations), and all age-eligible individuals 

in the households become part of the panel. Once in the panel, respondents are administered the NCVS every 

6 months (for a total of seven interviews over a 3-year period) to determine whether they have been victimized 

during the 6 months preceding the interview. After the seventh interview, the household leaves the panel and 

a new household is rotated into the sample. 

Three years of NCVS-1 and NVCS-2 data are examined in this report: 2003, 2004, and 2005. For the analyses 

presented in this report, the NCVS data file was filtered to include only incidents that occurred inside a school 

building, on school property, or on the way to or from school; that occurred in the United States; and that 

were reported by respondents who were in middle and high school. Since NCVS respondents are asked about 

incidents occurring during the 6 months prior to being interviewed, the incidents occurring during the 2003–05 

period were reported by respondents in interviews conducted from February 2003 through June 2006. 

The NCVS data used to produce estimates for this report are available for download from the Inter-University 

Consortium for Political and Social Research via the following link: http://www.icpsr.umich.edu/cocoon/

ICPSR/STUDY/04699.xml. Due to changes in survey methodology, post-2005 NCVS data are not appended 

to the concatenated file from which the data used in this report were retrieved. Subsequent data years will be 

concatenated in a new data file beginning with the 2006 NCVS data, which is not yet available (see introduction 

below for further information on the changes in methodology). See appendix A for additional information 

on the data used in this report. 

In 2003, there were approximately 63,000 households in the NCVS sample; in 2004, approximately 84,000; 

and, in 2005, approximately 57,500. A total of 1,594 incidents were reported by respondents in the 2003–05 

NCVS-2. In order for the data from interviewed households to be generalized to the U.S. population, appropriate 

augmentation of the data is required. In this report, sample estimates were extrapolated to produce population 

estimates by using an incident-level weight available on the NCVS data file. Therefore, although 1,594 incidents 

were reported by respondents, when weighted, the data yield over 4.7 million incidents nationwide during the 

3-year period covered by this report.
A Profile of Criminal Incidents at School 3

The base-weighted pooled household completion rate for the 2003–05 period was 91 percent, and the baseweighted completion rate for eligible respondents was 74 percent. Multiplying the household completion rate 

times the eligible respondent completion rate produced a unit response rate of 68 percent. However, because 

this report uses incidents, not respondents, as the unit of analysis, a unit-level bias analysis was not possible 

because there is no way to tell if all incidents were reported or not. That is, it cannot be determined whether 

nonresponse is due to an incomplete NCVS-2 questionnaire or because the respondent did not experience 

any incidents. However, a person-level unit bias analysis was conducted on data from the 2005 School Crime 

Supplement (SCS) to the NCVS, which is administered to eligible respondents after the NCVS-2 is completed. 

That analysis showed differential response rates for the SCS across some categories of three key survey variables 

(race/ethnicity, income, and urbanicity), but not for a fourth (sex). Further details can be found in appendix 

A of that report (Bauer et al. 2008).

At the item-level, response rates for most items were over 90 percent for all eligible respondents, although one 

item required examination for bias. Refer to appendix A for more information on the respondent criteria for 

inclusion in the report analysis and the bias analyses that were performed. 

NCVS data are also examined in Indicators of School Crime and Safety, a report produced annually by the 

National Center for Education Statistics (NCES) and the Bureau of Justice Statistics (BJS). The indicators report 

compiles data from multiple unique sources, including national surveys of students, teachers, and principals, 

as well as universe data collections from federal departments and agencies, including BJS, NCES, the Federal 

Bureau of Investigation, and the Centers for Disease Control and Prevention. This report supplements the 

indicators report by detailing offender and incident characteristics in school-related crime.
4 A Profile of Criminal Incidents at School

Definitions

The type of criminal incident in this report is derived from the NCVS “type of crime” (TOC) variable, which 

is used to classify incidents as violent crimes or theft.1

 “Any” is a combination of all violent crimes and theft. 

“Violent” includes completed and attempted rapes, all sexual attacks, all completed and attempted robberies, 

all aggravated assaults, all verbal threats and threats with weapons, sexual assault without injury, unwanted 

sexual contact without force, simple assault with injury, assault without a weapon and without injury, and 

verbal threat of assault. “Theft” includes attempted and completed purse snatching, completed pickpocketing, 

and attempted and completed thefts, excluding motor vehicle theft. Theft does not include robbery, in which 

threat or use of force is involved.

1

 The NCVS-2 is a crime incident report used to gather detailed information about types of crimes reported by respondents. For 

ease of presentation, the terms “incident” and “crime” are used interchangeably in this report.
A Profile of Criminal Incidents at School 5

Study Considerations

This report examines crime in schools from an incident-level perspective. In some NCES publications, crime is 

examined from a student-level perspective (e.g., Bauer et al. 2008). Student-level analyses look at the prevalence 

of student victimization at school (i.e., the percentage of students who reported being victims of various types 

of criminal incidents). From this perspective, a student who reported more than one violent victimization (e.g., 

a robbery and an aggravated assault) would be counted only once as having experienced at least one violent 

victimization. The incident-level perspective presented in this report explores the characteristics of criminal 

incidents experienced by students. From this perspective, the two occurrences of violent victimization reported 

by the student would be counted as two separate violent incidents. Thus, the incidents and the characteristics 

of each would be included in the analysis. Readers should also note that different respondents may report the 

same incident, which may lead to the inflation of any estimate involving an incident. 

Changes in sampling methodology between the 2006 NCVS and previous data years resulted in a break in 

series, preventing annual comparisons of pre-2006 NCVS data and data from subsequent collections. This was 

mainly the result of three major changes in the survey methodology: (1) introducing a new sample to account 

for shifts in population and location of households that occur over time; (2) incorporating responses from 

households that were in the survey for the first time; and (3) using computer-assisted personal interviewing. 

Consequently, post-2005 NCVS data are not appended to the concatenated file from which the data used in 

this report were retrieved. Subsequent data years will be concatenated in a new data file beginning with the 

2006 NCVS data, although this data file is not yet available. 

Readers should note that there are limitations in producing the estimates of school crime reported here. For 

example, respondent recall of incident characteristics may be inaccurate. People may forget the event entirely, 

recall the characteristics of the event inaccurately, or details of his or her experience may be inaccurate due 

to falsification or exaggeration. This could lead to an underestimation, overestimation, or misclassification of 

incident or offender characteristics. Furthermore, because all variables of interest in the NCVS are self-reported, 

information about the respondent and details of his or her experience may be inaccurate due to error in recall, 

falsification, or exaggeration. Readers should also be alerted to the limitations of the survey design and the 

analytical approach used here with regard to causality. Conclusions about causality between incident and offender 

characteristics and victims cannot be made due to the cross-sectional, nonexperimental design of the NCVS. 

While there may be variation in incidents across geographic location or categories of urbanicity, this report 

does not explore those possibilities. Further, certain characteristics discussed in this report may be related to 

one another, but this analysis does not control for such possible relationships. Therefore, no causal inferences 

should be made between variables of interest when reading the results presented throughout this report.
6 A Profile of Criminal Incidents at School

Understanding Statistical 

Significance

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 variation. Unless otherwise noted, all statements cited in the report 

are statistically significant at the .05 level. The test procedure used in this report was Student’s t statistic, which 

tests the difference between two sample estimates. See appendix A for additional information on the estimation 

procedures performed in this report, as well as for detailed information on the NCVS sample design and data 

collection. Multiple comparison adjustments have not been made in the analyses presented in this report, which 

may cause an increase in significant findings reported. For example, when using a .05 alpha level, 5 percent of 

findings would be expected to be statistically significant by chance.
A Profile of Criminal Incidents at School 7

How This Report is Organized 

The purpose of this report is to provide information on the attributes of criminal incidents that occur at or 

around school and the offenders who victimize students in these incidents. To date, only limited data are 

available on this topic. This report contributes to the incident characteristics and school offender literature 

by detailing victims’ accounts of incidents, including specific offender characteristics, as well as distinctive 

qualities of the incident, including the type of incident perpetrated, the location of the incident, the time of 

the incident, reports to police, and weapon usage and injuries sustained. 

The first three sections of this report detail the location of criminal incidents at school and the time during 

which they reportedly occurred. The fourth section presents findings on whether incidents were reported to 

the police. The fifth section discusses weapon use and victim injuries and the final two sections detail offender 

characteristics. The data presented in this report are population estimates.
8 A Profile of Criminal Incidents at School

Location of Criminal Incidents 

at School 

This section presents findings about the location of criminal incidents that occurred inside the school building, 

on school property (school parking area, play area, school bus, etc.), and on the way to or from school. Taken 

together, these locations comprise the definition of “at school” used in this report. 

During the 2003–05 period, roughly 4,763,000 criminal incidents occurred inside the school building, on 

school property, and on the way to or from school. This included 2,911,000 thefts and 1,852,000 violent 

incidents (table 1). 

When examining the location of incidents that occurred at school, a similar pattern can be observed for the 

percentages of both thefts and violent incidents. The highest percentage of thefts occurred inside the school 

building (87 percent), while 11 percent occurred on school property and 2 percent on the way to or from school 

(figure 1 and table 1). Likewise, the highest percentage of violent incidents occurred inside the school building 

(54 percent), with 35 percent occurring on school property and 11 percent on the way to or from school. 

School administrators may want to know where incidents of crime at school occur so that prevention efforts can 

be directed most efficiently. Results show that a higher percentage of thefts occurred inside the school building 

(87 percent) than did violent incidents (54 percent) (figure 1 and table 1). However, outside the building on 

school property and on the way to or from school, a greater percentage of violent incidents (35 percent and 

11 percent, respectively) than thefts (11 percent and 2 percent, respectively) were committed. 
A Profile of Criminal Incidents at School 9

Type of incident

Percent

0

20

40

60

80

100

Location of incident Inside a school building On school property On the way to or from school

74

87

54

20 

11 

35

5 2

11

NOTE: “Theft” includes attempted and completed purse snatching, completed pickpocketing, and all attempted and completed thefts, excluding 

motor vehicle theft. “Violent” includes rape, sexual assault, robbery, aggravated assault, and simple assault. “Any” includes violent crimes and theft. 

“At school” includes inside the school building, on school property (school parking area, play area, school bus, etc.), and on the way to or from school. 

Incidents reported as having occurred both on the way to or from school as well as on school property are included in the “on school property” 

category only. Those reported as occurring both on the way to or from school as well as inside a school building are included in the “inside a school 

building” category only. Detail may not sum to totals because of rounding. Population size for incidents in which victims were ages 12–18 is 

4,763,000. Population size for violent incidents in which victims were ages 12–18 is 1,852,000. Population size for incidents of theft in which victims 

were ages 12–18 is 2,911,000.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

Figure 1. Percentage of criminal incidents that occurred at school, by various locations: 2003–05

Any Theft Violent

Table 1. Number and percentage of incidents that occurred at school in various locations, by type of incident: 2003–05 

Location of incident at school Total number of incidents

Type of incident

Any Theft Violent

Total 4,763,000 100 100 100

Inside a school building 3,535,000 74 87 54

On school property 970,000 20 11 35

On way to or from school 258,000 5 2 11

NOTE: “Theft” includes attempted and completed purse snatching, completed pickpocketing, and all attempted and completed thefts, excluding motor 

vehicle theft. “Violent” includes rape, sexual assault, robbery, aggravated assault, and simple assault. “Any” includes violent crimes and theft. “At 

school” includes inside the school building, on school property (school parking area, play area, school bus, etc.), and on the way to or from school. 

Incidents reported as having occurred both on the way to or from school as well as on school property are included in the “on school property” category 

only. Those reported as occurring both on the way to or from school as well as inside a school building are included in the “inside a school building” 

category only. Detail may not sum to totals because of rounding. Population size for incidents in which victims were ages 12–18 is 4,763,000. Population 

size for violent incidents in which victims were ages 12–18 is 1,852,000. Population size for incidents of theft in which victims were ages 12–18 is 

2,911,000. SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 

2003–05.
10 A Profile of Criminal Incidents at School

Location of Incidents Inside the 

Victim’s School Building

For those incidents that were reported as occurring inside a school building during the 2003–05 period, 

respondents were asked whether it was their own school building. If it was, they were asked for specific 

information regarding the location of the incident. Locations offered to respondents included the classroom, 

the hallway or stairwell, the bathroom or locker room, and an “other” category (library, gym, auditorium, or 

cafeteria).

The highest percentage of thefts occurred in bathrooms or locker rooms (36 percent), followed by classrooms 

(26 percent), other locations inside the victim’s school building (21 percent), and hallways or stairwells (16 

percent) (figure 2 and table 2). Unlike thefts, a higher percentage of violent incidents occurred in hallways 

or stairwells (41 percent) than in classrooms (29 percent), locations in the “other” category (25 percent), or 

bathrooms or locker rooms (5 percent).
A Profile of Criminal Incidents at School 11

Type of incident

Any Theft Violent

Percent

Figure 2. Percentage of criminal incidents at school, by various locations inside the victim’s school building: 2003–05

0

20

40

60

80

100

27 26 29

41

16

23

27

5

22 21 25

36 

Location of incident Classroom Hallway or stairwell Bathroom or locker room Other1

1

 Includes library, gym, auditorium, and cafeteria.

NOTE: “Theft” includes attempted and completed purse snatching, completed pickpocketing, and all attempted and completed thefts, excluding 

motor vehicle theft. “Violent” includes rape, sexual assault, robbery, aggravated assault, and simple assault. “Any” includes violent crimes and theft. 

Only incidents reported as occurring inside the victim’s own school building are included. A total of 66,000 incidents were reported as occurring 

inside a school building but not in the victim's own school building. Data regarding location of incident inside victim's school building were not 

available for 173,000 incidents. Detail may not sum to totals because of rounding or missing data. Population size for incidents in which victims were 

ages 12–18 is 4,763,000. Population size for violent incidents in which victims were ages 12–18 is 1,852,000. Population size for incidents of theft 

in which victims were ages 12–18 is 2,911,000.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

Table 2. Number and percentage of incidents that occurred in various locations inside the victim’s school building, by 

type of incident: 2003–05

Location of incident

inside school building Total number of incidents

Type of incident

Any Theft Violent

Total 3,296,000 100 100 100

Classroom 887,000 27 26 29

Hallway or stairwell 771,000 23 16 41

Bathroom or locker room 900,000 27 36 5

Other (library, gym, 

auditorium, cafeteria) 738,000 22 21 25

NOTE: “Theft” includes attempted and completed purse snatching, completed pickpocketing, and all attempted and completed thefts, excluding motor 

vehicle theft. “Violent” includes rape, sexual assault, robbery, aggravated assault, and simple assault. “Any” includes violent crimes and theft. Only 

incidents reported as occurring inside the victim’s own school building are included. A total of 66,000 incidents were reported as occurring inside a 

school building but not in the victim’s own school building. Data regarding location of incident inside victim’s school building were not available for 

173,000 incidents. Detail may not sum to totals because of rounding or missing data. Population size for incidents in which victims were ages 12–18 

is 4,763,000. Population size for violent incidents in which victims were ages 12–18 is 1,852,000. Population size for incidents of theft in which victims 

were ages 12–18 is 2,911,000.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.
12 A Profile of Criminal Incidents at School

Time of Incident

Respondents also reported the time that incidents occurred at school during the 2003–05 period. Response 

categories included time periods for when school was in session (after 6 a.m. to 12 noon and after 12 noon to 

3 p.m.) as well as for nonschool hours (after 3 p.m. to 6 p.m. and after 6 p.m. to 6 a.m.). Respondents could 

also indicate that they did not know what time an incident occurred. 

The highest percentage of thefts occurred between noon and 3 p.m. (36 percent), followed by 6 a.m. to noon 

(28 percent), between 3 p.m. and 6 p.m. (13 percent), and between 6 p.m. and 6 a.m. (3 percent) (figure 3 

and table 3). Nineteen percent of thefts occurred at an unknown time. 

A greater percentage of violent incidents were committed between noon and 3 p.m. (41 percent) than between 

6 a.m. and noon (33 percent), between 3 p.m. and 6 p.m. (15 percent), or between 6 p.m. and 6 a.m. (4 

percent) (figure 3 and table 3). Although respondents were present for 100 percent of violent incidents, in 7 

percent of violent incidents the respondent reported a “don’t know” response for the time of day in which the 

incident occurred.
A Profile of Criminal Incidents at School 13

Percent

0

20

40

60

80

100

Time of incident After 6 a.m.–noon After noon–3 p.m. After 3 p.m.–6 p.m. After 6 p.m.–6 a.m. Don’t know

Type of incident

Any Theft Violent

Figure 3. Percentage of criminal incidents at school, by specific times: 2003–05

NOTE: “Theft” includes attempted and completed purse snatching, completed pickpocketing, and all attempted and completed thefts, excluding motor 

vehicle theft. “Violent” includes rape, sexual assault, robbery, aggravated assault, and simple assault. “Any” includes violent crimes and theft. “At 

school” includes inside the school building, on school property (school parking area, play area, school bus, etc.), and on the way to or from school. 

Detail may not sum to totals because of rounding. Population size for incidents in which victims were ages 12–18 is 4,763,000. Population size for 

violent incidents in which victims were ages 12–18 is 1,852,000. Population size for incidents of theft in which victims were ages 12–18 is 2,911,000. 

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

33

41

15

4

30

38

14 

3

15

7

36

3

28

19

13

Table 3. Number and percentage of incidents at school that occurred during specific times, by type of incident: 

2003–05

Time of incident Total number of incidents

Type of incident

Any Theft Violent

Total 4,763,000 100 100 100

After 6 a.m.–12 noon 1,428,000 30 28 33

After 12 noon–3 p.m. 1,815,000 38 36 41

After 3 p.m.–6 p.m. 653,000 14 13 15

After 6 p.m.–6 a.m. 166,000 3 3 4

Don’t know 702,000 15 19 7

NOTE: “Theft” includes attempted and completed purse snatching, completed pickpocketing, and all attempted and completed thefts, excluding motor 

vehicle theft. “Violent” includes rape, sexual assault, robbery, aggravated assault, and simple assault. “Any” includes violent crimes and theft. “At school” 

includes inside the school building, on school property (school parking area, play area, school bus, etc.), and on the way to or from school. Detail may 

not sum to totals because of rounding. Population size for incidents in which victims were ages 12–18 is 4,763,000. Population size for violent incidents 

in which victims were ages 12–18 is 1,852,000. Population size for incidents of theft in which victims were ages 12–18 is 2,911,000.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

 
14 A Profile of Criminal Incidents at School

Reports to Police

Respondents were asked whether police were informed about the incident and, if not, the reason why. Eightytwo percent of any incidents at school were not reported to police, whereas 16 percent were reported (figure 4 

and table 4). It was unknown whether 2 percent of any incidents were reported to the police. More thefts and 

violent incidents were not reported to police, compared to those reported to police. Eighty-seven percent of 

thefts were not reported, whereas 11 percent were reported; 74 percent of violent incidents were not reported, 

whereas 25 percent were reported. A higher percentage of thefts went unreported to police (87 percent) than 

did violent incidents (74 percent). It was unknown whether 2 percent of thefts or violent incidents were 

reported to the police. 

Those respondents who did not report incidents to police were offered a series of reasons why they were not 

reported. These reasons included the following: the incident was reported to another official (e.g., school guard 

or school official); it was a personal matter, the incident was taken care of informally, or the offender’s parent 

was notified; the incident was minor or unsuccessful; the offender was a child or the incident could be regarded 

as “kid stuff”; it was not clear that the incident was criminal; and other reasons.1

Of those thefts not reported to police, a higher percentage was not reported because the thefts were reported 

to another official (45 percent) than because they were considered minor or unsuccessful (29 percent), because 

of other reasons (24 percent), because they were considered a personal matter (4 percent), because a child 

offender was involved (4 percent), and because it was not clear that a crime had been committed (2 percent) 

(figure 4 and table 4). 

A similar pattern was found for violent incidents. Of those violent incidents not reported to police, a higher 

percentage was not reported because they were reported to another official (43 percent) than because they 

were considered minor or unsuccessful (21 percent), because of other reasons (20 percent), because they were 

considered a personal matter (12 percent), because a child offender was involved (10 percent), and because it 

was not clear that a crime had been committed (3 percent) (figure 4 and table 4).

1

 Other reasons why the incident was not reported to police include the victim did not have insurance, the victim did not find 

out about the incident until it was too late, the victim could not recover or identify property, there was a lack of proof, the victim 

thought that police would not think the incident was important, police were perceived as ineffective, police were perceived as 

biased, the offender was a police officer, the victim did not want to get the offender into trouble, the victim was advised not to 

report the incident to police, the victim was afraid of reprisal, the victim thought it too inconvenient to report the incident, the 

victim was not present when the incident occurred, or the victim did not know why it was not reported.
A Profile of Criminal Incidents at School 15

Percent

0

20

40

60

80

100

Reason incident not

reported to police

Not reported

to police

Reported to

another official1

Personal matter/

took care of informally

Child

offender(s)

involved

Not clear

a crime

Other reasons2

Minor or unsuccessful

crime

Type of incident

Any Theft Violent

! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.

1

 Examples of “another official” include a school guard, apartment manager, or school official.

2

 Response options for reasons not reported to police are grouped into six broad categories on the NCVS-2 questionnaire: “Dealt with another way,” 

“Not important enough to respondent,” “Insurance wouldn’t cover,” “Police couldn’t do anything,” “Police wouldn’t help,” and “Other reason.” The 

response options for the categories “Dealt with another way” and “Not important enough to respondent” are reported in detail on this figure because 

they are the most important substantively and, when aggregated, account for most of the responses. “Other reason” on this figure includes the 

following as well as those responses categorized as “other reason”: victim did not have insurance, victim did not find out about the incident until it 

was too late, victim could not recover or identify property, there was a lack of proof, victim thought that police would not think incident was important, 

police were perceived as ineffective, police were perceived as biased, offender was a police officer, victim did not want to get offender into trouble, 

victim was advised not to report to police, victim was afraid of reprisal, victim thought it too inconvenient to report, victim was not present when 

incident occurred, or victim did not know why it was not reported.

NOTE: “Theft” includes attempted and completed purse snatching, completed pickpocketing, and all attempted and completed thefts, excluding 

motor vehicle theft. “Violent” includes rape, sexual assault, robbery, aggravated assault, and simple assault. “Any” includes violent crimes and theft. 

“At school” includes inside the school building, on school property (school parking area, play area, school bus, etc.), and on the way to or from 

school. For reasons not reported to police, detail may sum to more than total because respondents were asked to report all reasons that apply. Data 

regarding whether the incident was reported to police were not available for 3,100 incidents. Detail may not sum to totals because of rounding or 

missing data. Population size for incidents in which victims were ages 12–18 is 4,763,000. Population size for violent incidents in which victims were 

ages 12–18 is 1,851,700. Population size for incidents of theft in which victims were ages 12–18 is 2,911,300.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

Figure 4. Percentage of criminal incidents at school, by incidents not reported to police and reasons why the 

incident was not reported: 2003–05

82

44

7 

26

6

2

23

87

45

29

4 4 2

24

74

43

12

21

10

3!

20
16 A Profile of Criminal Incidents at School

Table 4. Number and percentage of incidents at school reported to police and, if not reported, why incident was not 

reported, by type of incident: 2003–05

Incident characteristic

Total number of 

incidents

Type of incident

Any Theft Violent

Total 4,759,900 100 100 100

Reported to police

Yes 766,400 16 11 25

No 3,905,600 82 87 74

Reported to another official1 1,719,400 44 45 43

Personal matter/Took care of 

informally, told offender’s 

parent 271,000 7 4 12

Minor or unsuccessful crime 1,032,000 26 29 21

Child offender(s) involved, 

“kid stuff” 241,200 6 4 10

Not clear a crime 86,800 2 2 3 !

Other reason2 886,600 23 24 20

Don’t know 87,900 2 2 2 !

! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.

1

 Examples of “another official” include a school guard, apartment manager, or school official. 2

 Response options for reasons not reported to police are grouped into six broad categories on the NCVS-2 questionnaire: “Dealt with another way,” 

“Not important enough to respondent,” “Insurance wouldn’t cover,” “Police couldn’t do anything,” “Police wouldn’t help,” and “Other reason.” The 

response options for the categories “Dealt with another way” and “Not important enough to respondent” are reported in detail on this table because 

they are the most important substantively and, when aggregated, account for most of the responses. “Other reason” on this table includes the following 

as well as those responses categorized as “other reason”: victim did not have insurance, victim did not find out about the incident until it was too late, 

victim could not recover or identify property, there was a lack of proof, victim thought that police would not think incident was important, police were 

perceived as ineffective, police were perceived as biased, offender was a police officer, victim did not want to get offender into trouble, victim was 

advised not to report to police, victim was afraid of reprisal, victim thought it too inconvenient to report, victim was not present when incident occurred, 

or victim did not know why it was not reported.

NOTE: “Theft” includes attempted and completed purse snatching, completed pickpocketing, and all attempted and completed thefts, excluding motor 

vehicle theft. “Violent” includes rape, sexual assault, robbery, aggravated assault, and simple assault. “Any” includes violent crimes and theft. “At 

school” includes inside the school building, on school property (school parking area, play area, school bus, etc.), and on the way to or from school. For 

reasons not reported to police, detail may sum to more than total because respondents were asked to report all reasons that apply. Data regarding 

whether the incident was reported to police were not available for 3,100 incidents. Detail may not sum to totals because of rounding or missing data. 

Population size for incidents in which victims were ages 12–18 is 4,763,000. Population size for violent incidents in which victims were ages 12–18

is 1,851,700. Population size for incidents of theft in which victims were ages 12–18 is 2,911,300.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

 
A Profile of Criminal Incidents at School 17

Violent Incidents: Weapon Use 

and Injuries to Victims

This section examines the percentage of violent incidents that occurred during the 2003–05 period in which 

the offender had a weapon and, if so, the type of weapon; it also examines the percentage of violent incidents 

in which the victim sustained an injury and, if so, the type of injury. As with previous sections of this report, 

the data presented are population estimates.

A higher percentage of violent incidents at school involved an offender without a weapon (85 percent) than 

with a weapon (10 percent). For 5 percent of violent incidents, respondents did not know if a weapon was 

present (figure 5 and table 5). Of those violent incidents in which a weapon was present, a higher percentage 

involved the presence of a knife (39 percent) than other sharp objects or a gun (8 percent for each).1

 In addition, 

a higher percentage involved the presence of a blunt object (24 percent) than other sharp objects or a gun (8 

percent for each).2

Type of weapon

Percent

0

20

40

60

80

100

Figure 5. Percentage of violent incidents at school in which the offender did not have a weapon, had a weapon, 

and the type of weapon: 2003–05

Other sharp object2

8!

Blunt object3

24

Knife

39

Offender

had weapon

10

Offender did not

have weapon

85

Gun1

8!

Other

22

! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.

1

 Guns include handguns (pistols, revolvers, etc.), other guns (rifles, shotguns, etc.), other types of guns specified by respondent, and unknown gun 

types.

2

 Such as scissors, ice pick, axe, etc.

3

 Such as a rock, club, blackjack, etc.

NOTE: “Violent” includes rape, sexual assault, robbery, aggravated assault, and simple assault. “At school” includes inside the school building, on 

school property (school parking area, play area, school bus, etc.), and on the way to or from school. Detail may not sum to totals because of “don’t 

know” responses, rounding, or because respondents could report more than one type of weapon. Population size for incidents in which victims were 

ages 12–18 is 4,763,000.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

1

 Guns include handguns (pistols, revolvers, etc.), other guns (rifles, shotguns, etc.), other types of guns specified by respondent, 

and unknown gun types. Other sharp objects were defined for respondents as objects such as scissors, ice picks, axes, etc.

2

 Blunt objects were defined for respondents as objects such as a rock, club, blackjack, etc.
18 A Profile of Criminal Incidents at School

Table 5. Number and percentage of violent incidents at school in which the offender had a weapon and the type of 

weapon: 2003–05

Violent incident characteristic Total number of violent incidents Percentage of violent incidents

Total 1,851,700 100

Offender had weapon 

Yes 189,800 10

Gun1 14,100 ! 8 !

Knife 68,400 39

Other sharp object2 ‡ 8 !

Blunt object3 42,100 24

Other 38,700 ! 22

No 1,575,300 85

Don’t know 86,600 5

! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.

‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate’s value.

1

 Includes handgun (pistol, revolver, etc.), other guns (rifle, shotgun, etc.), other types of guns specified by respondent, and unknown gun types.

2

 Such as scissors, ice pick, axe, etc.

3

 Such as a rock, club, blackjack, etc.

NOTE: “Violent” includes rape, sexual assault, robbery, aggravated assault, and simple assault. “At school” includes inside the school building, on 

school property (school parking area, play area, school bus, etc.), and on the way to or from school. Detail may not sum to totals because of rounding 

or because respondents could report more than one type of weapon. 

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

 

 

Seventy-three percent of violent incidents at school resulted in no injuries to victims, whereas 27 percent did 

(table 6). Of those violent incidents that resulted in an injury, 83 percent involved bruises, cuts, or chipped teeth.1

Table 6. Number and percentage of violent incidents at school that resulted in injuries and the type of injury: 2003–05 

Violent incident characteristic Total number of violent incidents Percentage of violent incidents

Total 1,851,700 100

Victim injured

Yes 505,100 27

Knife wounds1 ‡ ‡

Gun shot wounds # #

Broken bones2 ‡ 3 !

Knocked unconscious ‡ ‡

Bruises, cuts, chipped teeth3 421,700 83

All other injuries 108,800 22

No 1,346,600 73

# Rounds to zero.

! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.

‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate’s value.

1

 Includes stab wounds.

2

 Includes teeth knocked out.

3

 Includes a black eye, scratches, or swelling.

NOTE: “Violent” includes rape, sexual assault, robbery, aggravated assault, and simple assault. “At school” includes inside the school building, on 

school property (school parking area, play area, school bus, etc.), and on the way to or from school. For type of injury, detail may sum to more than 

total because respondents were asked to report all injuries that apply. Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

 

 

1

 Includes a black eye, scratches, or swelling.
A Profile of Criminal Incidents at School 19

Number of Offenders 

Respondents were asked whether they were present when the incident happened at school and, if they were, 

whether a single offender or multiple offenders were involved. Respondents reported being present when all 

violent incidents occurred (100 percent) (table 7). Eighty percent of these violent incidents were committed by 

a single offender and 19 percent were committed by multiple offenders. However, respondents were present for 

only 18 percent of thefts. In 44 percent of those thefts in which the victim was present, a single offender was 

involved, compared to 7 percent of thefts that involved multiple offenders. Forty-nine percent of respondents 

said that they did not know how many offenders were present.

Table 7. Number and percentage of incidents at school in which respondent was present, and whether a single 

offender or multiple offenders were involved, by type of incident: 2003–05

Offender status 

Total number of 

incidents

Type of incident

Any Theft Violent

Total 4,763,000 100 100 100

Respondent present 2,362,000 50 18 100

Single-offender incidents 1,655,000 73 44 80

Multiple-offender incidents 383,000 17 7 19

Don’t know how many offenders 242,000 11 49 ‡

Respondent not present 2,401,000 50 82 #

# Rounds to zero.

‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate’s value.

NOTE: “Theft” includes attempted and completed purse snatching, completed pickpocketing, and all attempted and completed thefts, excluding motor 

vehicle theft. “Violent” includes rape, sexual assault, robbery, aggravated assault, and simple assault. “Any” includes violent crimes and theft. “At 

school” includes inside the school building, on school property (school parking area, play area, school bus, etc.), and on the way to or from school. 

Data regarding the number of offenders were not available for 82,000 incidents. Detail may not sum to totals because of missing data or rounding. 

Population size for incidents in which victims were ages 12–18 is 4,763,000. Population size for violent incidents in which victims were ages 12–18 is 

1,852,000. Population size for incidents of theft in which victims were ages 12–18 is 2,911,000.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

 
20 A Profile of Criminal Incidents at School

Characteristics of Violent Offenders

Respondents who experienced a violent incident during the 2003–05 period were asked about certain 

characteristics of the offender(s), namely, whether the offender(s) was known or a stranger; whether the same 

offender(s) had previously committed a crime or made threats against the respondent or other household 

members; and the sex, age, race/ethnicity, and status of gang membership of the offender(s). Readers should 

note that the estimates provided in this section exclude cases for which the known status of the offender (i.e., 

was the offender known, stranger, or don’t know) is missing and therefore estimates may deviate slightly from 

those estimates provided in the Number of Offenders section above.

Single-offender incidents 

X Known versus stranger: In 90 percent of violent single-offender incidents, the offender was known, compared 

to 10 percent in which he or she was unknown (figure 6 and table 8). 

X Repeat offender: In 29 percent of violent single-offender incidents, the offender had previously committed 

a crime or made threats against the respondent or other household members (figure 6 and table 8). 

Multiple-offender incidents

X Known versus strangers: In 53 percent of violent incidents in which more than one offender was involved, 

all offenders were known to the victim, compared to 24 percent in which all offenders were strangers, 

and 21 percent in which only some offenders were known (figure 6 and table 8). 

X Repeat offenders: In 36 percent of violent incidents in which multiple offenders were involved, the crime 

was committed by a group in which at least one member had previously committed a crime or made 

threats against the respondent or other household members (figure 6 and table 8). 
A Profile of Criminal Incidents at School 21

Percent

0

20

40

60

80

100

Figure 6. Percentage of violent single-offender and multiple-offender incidents at school in which offender was

known or was a stranger and whether the incident was repeated by the same offender: 2003–05

‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate’s value.

NOTE: “Violent” includes rape, sexual assault, robbery, aggravated assault, and simple assault. “At school” includes inside the school building, on 

school property, and on the way to or from school. Data regarding the number of offenders were not available for 54,000 incidents. Data regarding 

whether the offender(s) were known were not available for 54,300 incidents. Detail may not sum to totals because of missing data or rounding. 

Population size for violent incidents in which victims were ages 12–18 is 1,851,700. 

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

Violent Single-Offender Incidents Violent Multiple-Offender Incidents

Offender

known

Percent of

incidents

Offender

stranger

Don’t know

if stranger

Repeat

offender

All

offenders

known

Percent of

incidents

Some

offenders

known

All

offenders

strangers

Don’t know

if stranger

Any

repeat

offenders

81

90

10

29

19

53

21 24

36

‡ ‡

Table 8. Number and percentage of violent single-offender and multiple-offender incidents at school in which offender 

was known or was a stranger and whether the incident was repeated by the same offender: 2003–05

Offender status Total number of violent incidents Percentage of violent incidents

Single-offender incidents 1,413,700 81

Repeat offender 398,400 29

Total 1,413,700 100

Offender known 1,269,000 90

Offender stranger 136,500 10

Don’t know if stranger ‡ ‡

Multiple-offender incidents 324,900 19

Any repeat offenders 113,600 36

Total 324,900 100

All offenders known 172,700 53

Some offenders known 67,100 21

All offenders strangers 76,700 24

Don’t know if strangers ‡ ‡

Don’t know how many offenders ‡ ‡

‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate’s value.

NOTE: “Violent” includes rape, sexual assault, robbery, aggravated assault, and simple assault. “At school” includes inside the school building, on 

school property (school parking area, play area, school bus, etc.), and on the way to or from school. Data regarding the number of offenders were not 

available for 54,000 incidents. Data regarding whether the offender(s) were known were not available for 54,300 incidents. Detail may not sum to totals 

because of missing data or rounding. Population size for violent incidents in which victims were ages 12–18 is 1,851,700.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.
22 A Profile of Criminal Incidents at School

Single-offender incidents 

X Sex: For violent incidents committed by a single offender, a higher percentage involved a male offender 

(75 percent) than a female offender (25 percent) (table 9). 

X Age: For violent incidents involving a single-offender, a higher percentage was committed by an offender 

who was age 14 years or younger (53 percent) than an offender who was ages 15 through 17 years (38 

percent), ages 18 through 20 years (3 percent), or age 21 years or older (4 percent) (table 9). The age of 

the offender was unknown in 1 percent of violent incidents.

X Race/ethnicity:1 A higher percentage of violent single-offender incidents were committed by a White 

(59 percent) than a Black offender (27 percent) or an offender of other races/ethnicities (14 percent). A 

higher percentage of such incidents were committed by a Black offender (27 percent) than an offender 

of other races/ ethnicities (14 percent) (table 9). 

Multiple-offender incidents

X Sex: For violent incidents involving multiple offenders, a greater percentage was committed by an all-male 

group (51 percent) than an all-female group (30 percent) (table 9). 

X Age: A higher percentage of violent multiple-offender incidents involved a group of offenders who were all 

age 14 years or under (33 percent) than a group of offenders of mixed ages, all younger than age 18 years

(19 percent) (table 9). 

X Race/ethnicity: The percentage of violent multiple-offender incidents in which respondents reported the 

race/ethnicity of the group of offenders to be all Black was 41 percent, whereas the percentage of incidents 

in which the offenders were all White was 24 percent; mostly White, 12 percent; an equal number of 

each race/ethnicity, 9 percent; or all of other races/ethnicities, 5 percent (table 9). 

Single- versus multiple-offender violent incidents

X Gang membership: Twenty-four percent of violent incidents with multiple offenders had at least one 

offender who was a gang member compared to 4 percent of violent incidents with a single offender that 

involved an offender who was a gang member (table 9). 

Table 9. Number and percentage of violent single-offender and multiple-offender incidents at school and specific 

offender characteristics: 2003–05

Offender characteristic Total number of violent incidents Percentage of violent incidents

Single-offender incidents 1,443,100 80

Sex

Male 1,066,400 75

Female 347,300 25

Don’t know # #

Age

14 or under 724,500 53

15–17 518,800 38

18–20 39,400 ! 3 !

21 and older 52,600 4

Don’t know 19,000 ! 1 !

See notes at end of table.

1

 The analysis for this report does not compare the race/ethnicity of the victim and of the offender, since the survey asked these 

questions of respondents using different sets of response options. For example, respondent victims were given the option of marking 

“all that apply” to six possible response options for their own race/ethnicity, while they were able to indicate only one of four options for their offender.
A Profile of Criminal Incidents at School 23

Table 9. Number and percentage of violent single-offender and multiple-offender incidents at school and specific 

offender characteristics: 2003–05—Continued

Offender characteristic Total number of violent incidents Percentage of violent incidents

Single-offender incidents 1,443,100 80

Race/ethnicity

White 714,600 59

Black 324,400 27

All other races/ethnicities 169,600 14

Don’t know ‡ ‡

Gang member 48,300 4

Multiple-offender incidents 349,800 19

Sex1

All male 161,800 51

All female 96,300 30

Mostly male 25,000 ! 8 !

Mostly female 20,000 ! 6 !

Evenly split male and female ‡ ‡

Don’t know # #

Age

All 14 or under 103,400 33

All 15–17 73,800 23

All 18–20 ‡ ‡

All 21 or older # #

Mixed ages, all less than 18 60,200 19

Mixed ages, includes at least none 18 or older 64,200 20

Don’t know ‡ ‡

Race/ethnicity2

All White 76,200 24

All Black 128,900 41

All other races/ethnicities 17,100 ! 5 !

Mostly White 38,500 ! 12

Mostly Black ‡ ‡

Mostly other # #

Equal number of each race 27,200 ! 9 !

Don’t know ‡ ‡

Any gang member 75,600 24

Don’t know how many offenders ‡ ‡

# Rounds to zero.

! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.

‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate’s value.

1

 Respondents were asked if all offenders were male, female, or “both male and female.” If they responded “both” they were then asked if they were 

mostly male, mostly female, or evenly divided. 

2

 Respondents were asked to mark all that apply when asked if offenders were White, Black, or of some other race. If they reported more than one 

category, they were then asked if most offenders were White, Black, or of some other race, or if there was an equal number of each race.

NOTE: “Violent” includes rape, sexual assault, robbery, aggravated assault, and simple assault. “At school” includes inside the school building, on 

school property (school parking area, play area, school bus, etc.), and on the way to or from school. Data regarding the number of offenders were not 

available for 54,000 incidents. Detail may not sum to totals because of missing data or rounding. Population size for violent incidents in which victims 

were ages 12–18 is 1,851,700.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.
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A Profile of Criminal Incidents at School 25

References

Anderson, K.L., and Umberson, D. (2001). Gendering Violence: Masculinity and Power in Men’s Accounts of 

Domestic Violence. Gender and Society, 15(3): 358–380. 

Archer, L., and Grascia, A.M. (2006). Girls, Gangs and Crime: Profile of the Young Female Offender. Journal 

of Gang Research, 13(2): 37–49.

Bauer, L., Guerino, P., Nolle, K.L., and Tang, S. (2008). Student Victimization in U.S. Schools: Results From the 2005 

School Crime Supplement to the National Crime Victimization Survey (NCES 2009-306). National Center 

for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. 

Elliott, D.C., Hamburg, B., and Williams, K.R. (1998). Violence in American Schools. New York: Cambridge 

University Press.

Gouvis-Roman, C. (2002). Schools as Generators of Crime: Routine Activities and the Sociology of Place (2000-IJCX-0012). U.S. Department of Justice. Washington, DC. 

Kautt, P.N., and Roncek, D.W. (2007). Schools as Criminal “Hot Spots.” Criminal Justice Review, 32(4): 339–357. 

Snyder, H., and Sickmund, M. (2006). Juvenile Offenders and Victims: 2006 National Report (1999-JNFX-K0002). U.S. Department of Justice. Washington, DC: Office of Justice Programs, Office of Juvenile 

Justice and Delinquency Prevention. 

U.S. Department of Education, National Center for Education Statistics. (2003). NCES Statistical Standards 

(NCES 2003-601). National Center for Education Statistics, Institute of Education Sciences, U.S. 

Department of Education. Washington, DC. U.S. Government Printing Office. 

U.S. Department of Justice, Bureau of Justice Statistics. (2007). 2005 National Crime Victimization Survey. 

U.S. Department of Commerce, Bureau of the Census. Ann Arbor, MI: Inter-University Consortium for 

Political and Social Research. Retrieved September, 12, 2007, from http://www.icpsr.umich.edu/cocoon/

ICPSR/STUDY/04451.xml.

Wolter, K.M. (1985). Introduction to Variance Estimation. New York: Springer-Verlag. 
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Sponsorship and Purpose of the Survey 

Sponsored by the U.S. Department of Justice, Bureau of Justice Statistics (BJS), the National Crime 

Victimization Survey (NCVS) is the primary source of information on criminal victimization in the United 

States. The survey enables researchers to estimate the likelihood of victimization by type of crime for the 

population as a whole as well as for segments of the population. The NCVS provides the largest national forum 

for victims to describe the impact of crime and characteristics of violent offenders, and has been administered 

on an ongoing basis since 1973. 

The NCVS data used to produce estimates for this report are available for download from the Inter-University 

Consortium for Political and Social Research via the following link: http://www.icpsr.umich.edu/cocoon/

ICPSR/STUDY/04699.xml.

Sample Design and Data Collection

The NCVS, which began in 1973, surveys a nationally representative sample of residential addresses and is 

administered by the U.S. Census Bureau on behalf of BJS. Information on the occurrence of crime is collected 

in the NCVS Basic Screen Questionnaire (NCVS-1), and questions pertaining to incident characteristics are 

asked in the NCVS Crime Incident Report (NCVS-2). The NCVS-1 is used to record characteristics of all 

household members age 12 years and older in a sample unit, including the age, sex, and race of household 

members, as well as to screen for incidents of crime committed against the household and/or household members. 

The NCVS-2 is used to gather detailed information about each incident reported in the NCVS-1. The NCVS2 asks respondents a number of key questions about their experiences with incidents of crime and violence, 

including those occurring at school or on the way to or from school. The items cover type of crime experienced; 

the use of weapons and injuries; the time and place of occurrence; whether the crime was reported to police; 

the number, age, race, and sex of offender(s); the relationship of offender(s) to the victim; and whether the 

incident was repeated by the same offender(s). The NCVS “type of crime” (TOC) variable was used to classify 

incidents as either violent or as thefts (see “Classification of Crimes” below). NCVS-2 variables asking where 

the incident happened and what the victim was doing when it happened were used to ascertain whether the 

incident happened at school. Specifically, if the respondent reported that the incident occurred inside the school 

building, on school property, or while they were on their way to or from school, the incident was included in 

the sample for analysis in this report. 

The NCVS employs a stratified multistage cluster sample technique. Each month, the U.S. Census Bureau 

selects respondents for the NCVS using a “rotating panel” design. Households are selected into the sample 

using a stratified, multistage cluster design. In the first stage, the primary sampling units (PSUs), consisting of 

counties or groups of counties, are selected, and smaller areas, called Enumeration Districts (EDs), are selected 

within each sampled PSU. Within each ED, clusters of four households, called segments, are selected. Across 

all EDs, sampled households are then divided into discrete groups (rotations), and all age-eligible individuals 

in the households become part of the panel. Once in the panel, respondents are administered the NCVS every 

6 months (for a total of seven interviews over a 3-year period) to determine whether they have been victimized 

during the 6 months preceding the interview. After the seventh interview, the household leaves the panel and 

a new household is rotated into the sample. This type of rotation scheme is used to reduce the respondent 

burden that might result if households were to remain in the sample permanently.

For each year of NCVS data collection in this report, the first interview was administered face-to-face using 

paper-and-pencil interviewing; the remaining interviews were administered by computer-assisted telephone 

interviewing unless circumstances called for an in-person interview. In 2003, there were approximately 63,000 

households in the NCVS sample; in 2004, approximately 84,000; and, in 2005, approximately 57,500. 

Incidents that occurred in the United States, inside the school building, on school property, or on the way 

Appendix A: Technical Notes

A Profile of Criminal Incidents at School A-1
to or from school, and reported by respondents ages 12 through 18 with an educational attainment of high 

school or less, were included in this analysis. A total of 1,594 such incidents were reported by respondents in 

the 2003–05 NCVS-2. 

Classification of Crimes

The NCVS type of crime (TOC) variable is used to classify incidents as violent crimes or theft. The NCVS 

counts all crimes that occur per incident. For example, if a respondent reports that an assault and a robbery 

occurred at the same time, both are recorded.1

 In this report, “any” is a combination of all violent crimes 

and theft that occurred during the reporting periods. “Violent” includes completed and attempted rapes, all 

sexual attacks, all completed and attempted robberies, all aggravated assaults, all verbal threats and threats with 

weapons, sexual assault without injury, unwanted sexual contact without force, simple assault with injury, assault 

without a weapon and without injury, and verbal threat of assault. “Theft” includes attempted and completed 

purse snatching, completed pickpocketing, and all attempted and completed thefts, excluding motor vehicle 

theft. Theft does not include robbery, in which threat or use of force is involved. The aggregated measures of 

“any,” “theft,” and “violent” were used in this report because of sample size concerns when using more finite 

categories of the TOC variable.

This report examines crime in schools from an incident-level perspective. In some NCES publications, crime 

is examined from a student-level perspective (e.g., Bauer et al. 2008). Student-level analyses look at the 

prevalence of student victimization at school (i.e., the percentage of students who reported being victims of 

various types of criminal incidents). From this perspective, a student who reported more than one violent 

victimization (e.g., a robbery and an aggravated assault) would be counted only once as having experienced 

at least one violent victimization. 

On the other hand, the incident-level perspective presented in this report explores the characteristics of criminal 

incidents experienced by students. From this perspective, the two occurrences of violent incidents reported by 

the student in the example above would be counted as two separate violent incidents. Thus, the incidents and 

the characteristics of each would be included in the analysis.

Survey Limitations

In addition to concerns of measurement error resulting from nonresponse (see “Unit and Item Response 

Rates” below), other limitations are worth noting. The first consideration is the possibility of sampling error. 

Because the sample of respondents selected for each administration of the NCVS is just one of many possible 

samples that could have been selected, it is possible that estimates from a given sample may differ from 

estimates that would have been produced from other samples. Second, because all variables of interest in the 

NCVS are self-reported, respondent recall of events may be inaccurate. People may forget the event entirely 

or recall the characteristics of the event inaccurately, which could lead to an underestimation, overestimation, 

or misclassification of incident or offender characteristics. Third, as a victim survey, the NCVS emphasizes 

crime events as incidents at one point in time. Reality tells us that victims often live in a state in which they are 

threatened or victimized regularly, referred to as a series. The NCVS makes every effort to categorize repeated 

victimizations for up to six separate incident reports. In cases of series crimes where incidents are largely 

similar in detail, where there are more than six incidents, or the respondent has difficulty completing detailed 

incident-level information for each (e.g. dates, times, locations), these incidents are flagged as a series. When 

a series of incidents against a single victim is identified, details of only the most recent incident in the series 

are recorded in the Incident Report. The serial flag was not considered in this analysis meaning that incidents 

of a serial nature may be underestimated.

Unit Response Rate and Nonresponse Bias Analysis 

A unit response rate is, at its most basic level, the ratio of surveys completed by eligible respondents to the 

total count of eligible respondents. Since the NCVS-2 Crime Incident Report questionnaire could only be 

1 A detailed list of violent crimes can be found in the “Glossary of Variables Used” in this appendix. See the variable description for 

“type of crime.”

A-2 A Profile of Criminal Incidents at School
A Profile of Criminal Incidents at School A-3

completed after households had responded to the NCVS-1 Basic Screen questionnaire, it was only administered 

if an individual respondent had actually experienced at least one incident. Thus, the unit response rate for the 

data examined in this report reflects both the household completion rate and the completion rate for eligible 

respondents. The base-weighted pooled household completion rate for the 2003–05 period was 91 percent, 

and the base-weighted completion rate for eligible respondents was 74 percent. Multiplying the household 

completion rate times the eligible respondent completion rate produced a unit response rate of 68 percent. 

NCES calls for any survey stage of data collection with a unit or item response rate of less than 85 percent to 

be evaluated for nonresponse bias (U.S. Department of Education 2003). However, because this report uses 

incidents, and not respondents, as the unit of analysis, a bias analysis comparing respondents and nonrespondents 

on key survey variables was not possible. Because there is no way to tell if all incidents were reported or not 

(i.e., did a respondent decline to report that no incidents happened or were there no incidents to report?), one 

cannot discern whether nonresponse is due to a respondent not completing the NCVS-2 questionnaire or if 

it is because he or she did not experience any incidents.

Even though a unit bias analysis was not possible for the purposes of this report, a person-level bias analysis 

was conducted on data from the 2005 School Crime Supplement (SCS) to the NCVS in Bauer et al. (2008). 

The SCS focuses on crime and safety issues at school and is administered to eligible respondents after the 

NCVS-2 has been completed. The unit bias analysis in Bauer et al. showed differential response rates for the 

SCS across some categories of three key survey variables (race/ethnicity, income, and urbanicity), but not for 

a fourth (sex). To the extent that there are differential responses by respondents in these groups, nonresponse 

bias is a concern in that respondents may not represent the intended population with regard to these estimates. 

Further details can be found in appendix A of that report.

Item Response Rates and Nonresponse Bias Analysis 

As in most surveys, the responses to some items are not obtained for all interviews, which can lead to item 

nonresponse bias. There are numerous reasons for item nonresponse. Some respondents may not know the 

answer to an item or may not want to respond for other reasons, or the interview may have been interrupted 

and not completed. Item nonresponse can also occur when inconsistencies are discovered after the interview 

and responses must be set to missing.

For some questions in the NCVS, “don’t know” and refusals were offered as response options. In this report, 

“don’t know” was included in the analysis when it appeared as a response option on the questionnaire. Because 

imputation procedures were not used to correct for item nonresponse, missing values exist in the data file 

for some variables. These can be coded as 8s or 9s. A code of 8 (Not Ascertained) indicates a keying error 

resulting in an out-of-range code, an incorrect or unusable answer, or the absence of an entry for a question 

that should have been asked. A code of 9 (Out Of Universe) occurs when, due to the presence of skip patterns 

in the survey, certain questions were not applicable to the respondent. When presenting percentages in this 

report, all incident-level percentage estimates are calculated from the total of valid responses (i.e., those not 

coded as 8 or 9).

A total of 69 variables from the National Crime Victimization Survey (NCVS) incident-level data for 2003–05 

are used in this report. Response rates for most items were over 90 percent for all eligible respondents. Therefore, 

there is little potential for item nonresponse bias for most items in the data. For the items with response rates 

lower than 85 percent, however, the potential for nonresponse bias exists. Among the variables used in this 

report, three were answered by less than 85 percent of respondents: two asking about offender characteristics 

in multiple-offender incidents (V4250 “Were they mostly male or mostly female?” and V4285 “What race 

were most of the offenders?”), and one asking the race of the offender in single-offender incidents (V4246). 

The fully weighted response rates for these items were 65, 71, and 84 percent, respectively (table A-1).2

2

 Because the base weights for survey items are not included on NCVS public-use data files, fully weighted data were used to analyze item nonresponse in this report.
A-4 A Profile of Criminal Incidents at School

Although the response rate of two of the variables did not meet NCES reporting standards —“multiple 

offenders mostly male or female” and “multiple offender race of most offenders”—a nonresponse bias analysis 

was not conducted on these items. Since they are follow-up questions to other items in the questionnaire, 

related variables in the question series were taken into consideration and used in the response rate calculation. 

Furthermore, given the unweighted number of respondents for each of these variables (28 and 36, respectively), 

other sources of error, such as sampling error and disclosure risk, could have a much larger effect on their 

estimates than item nonresponse bias. Thus, a nonresponse bias analysis on these two items as individual 

variables would likely not yield valid results. 

Specifically, question 74 asks respondents whether offenders in multiple-offender incidents were male or female. 

If the respondent reports more than one sex, the survey takes them to follow-up question 75 (V4250) to ask 

whether offenders were mostly male or mostly female. Similarly, question 85 asks respondents the race of 

offenders in multiple-offender incidents. If respondents report more than one race, they are taken to follow-up 

question 86 (V4285), which asks the race of most offenders. In order to calculate the item response rates of all 

variables within each of these series, two composite variables were constructed—SEXMOFF and RACEMOFF. 

Each had 114 respondents (unweighted), with a fully weighted response rate of at least 91 percent (table A-2). 

Thus, a nonresponse bias analysis was not needed for these variables. 

However, an item nonresponse bias analysis was performed on the variable “single offender race” (V4246) 

as it had a response rate of less than 85 percent (table A-1). Since item nonresponse bias may be viewed as a 

function of both the item response rate and the extent to which the item respondents differ from the item 

nonrespondents, bounds on the item nonresponse bias may be obtained by imposing extreme assumptions 

on the item nonrespondents. This procedure evaluates how missing values impact a distribution by imputing 

nonresponse items using extreme values. 

For nominal variables, such as “single offender race,” an imputed variable was created by assigning the 

nonresponding cases in approximately equal numbers to the four response values in the original item. The 

distributions of the original variable and the variable with imputed values were then examined. If differences 

exist, there is potential for bias in the variable. Measurable differences were found between the distribution 

of the original variable and the variable with extreme imputed values, which required further examination of 

potential bias by comparing the extent to which respondents differed from nonrespondents. 

In order to examine the differences between respondents and nonrespondents of the variable “single offender 

race,” they were examined across key survey variables. These include sex, race/ethnicity, metro status, household 

income, and Census region. There were a total of 479 eligible cases for “single offender race,” which include 

406 responses and 73 with no response. No measurable differences were found for sex and region, although 

measurable differences were found for the variables race/ethnicity, metro status, and household income.

The distributions of respondents and nonrespondents for “single offender race” were then compared to the 

distributions of survey items associated with “single offender race.”3

 If “single offender race” respondents and 

nonrespondents do not differ within items associated with it, then it could be posited that “single offender 

race” respondents and nonrespondents do not differ on the item itself. No measurable differences were found 

except for the variable “single offender how well known.” Because evidence of bias was found for only one 

variable, “single offender race” was used as an analytic variable in this report.

3

 These variables include single offender sex (V4236), single offender age (V4237), single offender gang member (V4238), single 

offender drinking/on drugs at time of incident (V4239), and single offender how well known (V4243).
A Profile of Criminal Incidents at School A-5

Table A-1. Items included in the NCVS-2 item nonresponse bias analysis

Variable Variable description

Number of 

observations

Unweighted 

response rate

Weighted 

response rate

V4250 Multiple offenders mostly male or female 28 64.29 64.55

V4285 Multiple offender race of most 36 72.22 71.11

V4246 Single offender race 479 84.76 84.43

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey (NCVS), 2003–05.

Table A-2. Unweighted and weighted response rates for created variables

Created variable description

Number of 

observations

Unweighted 

response rate

Weighted 

response rate

Multiple offender sex1 114 91.23 91.29

Multiple offender race2 114 91.23 90.77

1

 This variable was created using the variables “multiple offender sex” (v4249) and “multiple offender mostly male or female” (v4250).

2

 This variable was created using the variables “multiple offender white” (v4280), “black” (v4281), “other race” (v4282),”don’t know race” (v4283), and 

“multiple offender race of most” (v4285).

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey (NCVS), 2003–05.

Weighting

In this report, inferences are drawn about the characteristics of criminal incidents. Before such inferences can be 

drawn about incident-level estimates, the pooled NCVS-2 data were adjusted, or weighted, to ensure that the 

sample number of incidents is representative of the number of incidents occurring in the population. The NCVS 

file is structured to produce person-level estimates, but it was restructured in order to produce incident-level 

estimates. This restructured file contains one record per incident so respondents reporting multiple incidents 

have more than one record in the file. An incident weight was created for each reported incident by dividing 

the victim’s person weight4

 by the total number of victims involved in the incident.

Standard Errors

The sample of respondents selected for each administration of the NCVS is just one of many possible samples 

that could have been selected, so it is possible that estimates from a given NCVS sample may differ from 

estimates that would have been produced from other samples. This type of variability is called sampling error 

because it arises from using a sample of respondents rather than all possible respondents. 

The standard error is a measure of the variability of a parameter estimate. It indicates how much variation 

there is in the population of possible estimates of a parameter for a given sample size. The probability that a 

complete census count would differ from the sample estimate by less than one standard error is about 0.68. 

The probability that the difference would be less than 1.65 standard errors is about 0.90, and the probability 

that the difference would be less than 1.96 standard errors is about 0.95. 

The standard error is calculated for each estimate provided in order to determine the “margin of error” for 

these estimates. The standard errors of the estimates for different subpopulations can vary considerably and 

should be taken into account when making comparisons. It should also be acknowledged that apparently large 

differences between estimates may not have measurable differences, which may be due to large standard errors. 

Standard errors for the estimates discussed in this report are presented in the standard error tables in appendix B.

Standard errors are typically developed assuming the sample is drawn with equal probability. Since the 

NCVS samples are not simple random samples, calculation of the standard errors requires procedures that are 

markedly different from those used when the data are from a simple random sample. To estimate the statistics 

and standard errors, this report utilized the Taylor series approximation method using the pseudostratum 

(v2117) and primary sampling unit (PSU) (v2118) variables. Using a with-replacement (wr) design option, 

4 Person-level weights are created to account for the unequal probability of selection into the sample, and are calculated from population age, sex, and race ratios obtained from the U.S. Census Bureau (U.S. Department of Justice 2007).
A-6 A Profile of Criminal Incidents at School

software, such as SUDAAN, can be used to calculate standard errors using the Taylor series approximation5

by including both of these variables in a “NEST” statement, after first sorting the pseudostrata and the PSUs 

within the pseudostrata. 

Statistical Tests

Comparisons that have been drawn in the text of this report have been tested for statistical significance to ensure 

the differences are larger than those that might be expected due to sampling variation. All statements cited in 

the report are statistically significant at the .05 level. The statistical comparisons in this report are based on 

Student’s t statistic. Whether the statistical test is considered significant or not is determined by calculating a t 

value for the difference between a pair of means or proportions and comparing this value to published tables 

of values, called critical values. An alpha level of .05 is used when examining the data in this report. The alpha 

level is the prespecified value at which the significance of an estimate is determined and is an a priori statement 

of the probability that a difference exists in fact rather than by chance.

The t statistic between estimates from various subgroups presented in the tables can be computed by using 

the following formula:

where x1 and x2 are the estimates to be compared (e.g., the means of sample members in two groups) and SE1 

and SE2 are their corresponding standard errors.

Understanding Table Symbols 

NCES statistical guidelines require symbolic notation of data that should be interpreted with caution or that 

do not meet reporting standards (U.S. Department of Education 2003). For an estimate with a standard error 

30 to 50 percent of its value, an exclamation point (!) is placed next to the estimate to indicate that it should 

be interpreted with caution. For an estimate with a standard error greater than 50 percent of its value, the 

estimate is replaced with a double-dagger symbol (‡) and the standard error replaced with a single dagger (†) 

to indicate that the data do not meet reporting standards. In cases where an estimate is a zero or rounds to 

zero, the estimate is replaced with a pound sign (#) and the standard error replaced with a single dagger (†) to 

indicate that measurement of the standard error is not applicable. Data that meet reporting standards but should 

be interpreted with caution are reported in the body of this report, and are not notated with an exclamation 

point. Data that were replaced with either a double or single dagger are not reported in the body of this report. 

Glossary of Variables Used

The variable names used in this section are taken from the 2003–05 NCVS Basic Screen Questionnaire (NCVS1) and Crime Incident Report (NCVS-2). Selected items from the NCVS-1 and the NCVS-2 instruments can 

be found in appendixes C and D, respectively, of this report. 

Each variable used in the analyses for this report is described below, along with the source code for the particular 

variable. The data files contain all variables collected in the NCVS-1 and NCVS-2. The NCVS data used to 

produce estimates for this report can be downloaded from the following site: http://www.icpsr.umich.edu/

cocoon/ICPSR/STUDY/04699.xml.

Prior to analysis, the pooled 2003–05 NCVS data file was filtered to include only incidents occurring among 

respondents who were ages 12 through 18 (SC404(A) [RESPONDENT AGE]), incidents that occurred 

inside the school building or on school property (using responses 18 and 19 to SC616 [WHERE DID THIS 

INCIDENT HAPPEN?]), incidents that occurred on the way to or from school (using response 3 to SC832 

[ACTIVITY AT TIME OF INCIDENT]), incidents among respondents with an educational attainment of high 

5

 Further information about the Taylor series approximation method can be found in Introduction to Variance Estimation (Wolter 

1985).
A Profile of Criminal Incidents at School A-7

school or less (SC409 [EDUCATIONAL ATTAINMENT]), and incidents that occurred in the United States 

(excluding a response of 1 to SC613 [IN WHAT CITY, TOWN, VILLAGE DID INCIDENT OCCUR?]). 

Incidents reported by respondents who did not fulfill these requirements were excluded from the analysis. The 

final unweighted sample sizes of incidents per survey year were 657 in 2003, 478 in 2004, and 459 in 2005, 

yielding a total pooled sample size of 1,594. 

Variables taken from the NCVS Basic Screen Questionnaire (NCVS-1) 

EDUCATIONAL ATTAINMENT (SC409): Respondents were asked the highest level of education that they 

completed. See question 25 in the NCVS-1 questionnaire in appendix C.

RESPONDENT AGE (SC404(A)): Respondents were asked their age at their last birthday. See question 21 

in the NCVS-1 questionnaire in appendix C.

TYPE OF CRIME (TOCNEW v4529): The crime categories used in this report were determined using the 

“type of crime” (TOC) code reported in the NCVS-1 for each incident. Each of these TOC categories was 

used to construct the violent and theft crime categories used in this report. 

“Violent” includes completed and attempted rapes, all sexual attacks, all completed and attempted robberies, 

all aggravated assaults, all verbal threats and threats with weapons, sexual assault without injury, unwanted 

sexual contact without force, simple assault with injury, assault without a weapon and without injury, and 

verbal threat of assault. “Theft” includes attempted and completed purse snatching, completed pickpocketing, 

and all attempted and completed thefts, excluding motor vehicle theft. Theft does not include robbery, in 

which threat or use of force is involved. “Any” includes one or more reports of any of the crimes listed above. 

Variables taken from the NCVS Crime Incident Report (NCVS-2) 

ACTIVITY AT TIME OF INCIDENT (SC832): Students were asked what they were doing at the time of 

the incident, specifically, whether they were on their way to or from school. See question 135 in the NCVS-2 

questionnaire in appendix D. 

AGE OF OFFENDER/(S) (SC699/SC713, SC714): For incidents involving single offenders, this question 

asked respondents how old the offender was. For incidents involving multiple offenders, these questions asked 

about the age of the youngest and the oldest offenders. Response options include under 12; 12–14; 15–17; 

18–20; and 21 and older. See questions 63 (for single-offender incidents) and 76 and 77 (for multiple-offender 

incidents) in the NCVS-2 questionnaire in appendix D.

GANG AFFILIATION OF OFFENDER/(S) (SC700/SC715): Respondents were asked whether they knew 

if the offender was a member of a street gang. See questions 64a (for single-offender incidents) and 78a (for 

multiple-offender incidents) in the NCVS-2 questionnaire in appendix D.

INCIDENT REPORTED TO POLICE (SC800): Respondents were asked whether the police were informed 

about each incident they reported in the NCVS-1. See question 115 in the NCVS-2 questionnaire in appendix D. 

CITY, TOWN, OR VILLAGE IN WHICH INCIDENT OCCURRED (SC613): Response options include 

outside U.S., not inside a city/town/village, same city/town/village as present residence, different city/town/

village as present residence, and don’t know. See question 7 in the NCVS-2 questionnaire in appendix D.

LOCATION OF INCIDENT INSIDE SCHOOL BUILDING (SC629): Response options include whether 

the incident occurred in a school classroom, a hallway or stairwell, or a bathroom or locker room. “Other” 

locations inside the school building include the library, gym, auditorium, or cafeteria. See question 17b in the 

NCVS-2 questionnaire in appendix D.
A-8 A Profile of Criminal Incidents at School

LOCATION WHERE INCIDENT OCCURRED (SC616): This question asked students where the incident 

occurred, specifically, inside the school building or on school property (school parking area, play area, school 

bus, etc.). See question 10 in the NCVS-2 questionnaire in appendix D.

NUMBER OF OFFENDER(S) (SC692): Respondents were asked whether the crime was committed by only 

one offender or by more than one offender. See question 60 in the NCVS-2 questionnaire in appendix D.

RACE/ETHNICITY OF OFFENDER/(S) (SC708/SC726, SC727): For single-offender incidents, respondents 

were asked if the offender was White, Black, or some other race. If they responded other, they were further 

asked to specify the race/ethnicity of the offender. For multiple-offender incidents, respondents were given 

the options to indicate that the offenders were all White, all Black, all other, mostly White, mostly Black, 

mostly other, equally divided, or don’t know. See questions 71 (for single-offender incidents) and 85 and 86 

(for multiple-offender incidents) in the NCVS-2 questionnaire in appendix D.

REASON INCIDENT WAS NOT REPORTED TO POLICE (SC802, SC803, SC804, SC805, and 

SC806): Reasons the respondent did not report the incident to the police include it was reported it to another 

official (SC802_1), it was a personal matter and it was taken care of informally (SC802_2), it was a minor 

or unsuccessful crime (SC802_3), the offender was a child (SC802_4), and it was not clear the incident 

was a crime (SC802_5). Reasons that the incident was not reported to the police that are included in the 

“other” category include the victim did not have insurance (SC802_6), the victim did not find out about the 

incident until it was too late (SC803_7), the victim could not recover or identify the property (SC803_8), 

there was a lack of proof (SC803_9), the victim thought that the police would not think the incident was 

important (SC804_10), the police were perceived as ineffective (SC804_11), the police were perceived as 

biased (SC804_12), the offender was a police officer (SC804_13), the victim did not want to get the offender 

into trouble (SC805_14), the victim was advised not to report the incident to police (SC805_15), the victim 

was afraid of reprisal by the offender or others (SC805_16), the victim thought that it was too inconvenient 

to report the incident (SC806_17), and the victim was not present when the incident occurred or did not 

know why it was not reported (SC806_19). See question 117 in the NCVS-2 questionnaire in appendix D.

RELATIONSHIP BETWEEN VICTIM AND OFFENDER/(S) (SC703 and SC709/SC718 and SC730): 

For single-offender incidents, these questions asked respondents whether the offender was known or a stranger 

(SC703) and if the offender was a repeat offender (SC709). For multiple-offender incidents, respondents were 

asked whether all, some, or none of the offenders were known to them (SC718). They were also asked whether 

any of the offenders were repeat offenders. See questions 66 and 72 (for single-offender incidents) and 80 and 

87 (for multiple-offender incidents) in the NCVS-2 questionnaire in appendix D.

RESPONDENT PRESENT WHEN INCIDENT OCCURRED (SC635): Respondents were asked which 

household members were present when the incident occurred. Response options include respondent only 

(SC635_1); respondent and other household member(s) (SC635_2); and only other household member(s), 

not respondent (SC635_3). Prior to analyses for tables 7, 8, and 9, data were filtered to include only incidents 

in which respondents were present (SC635_1 or SC635_2). See question 20b in the NCVS-2 questionnaire 

in appendix D. 

SEX OF OFFENDER/(S) (SC698/SC711, SC712): This question asked respondents if the offender was male 

or female. For multiple-offender incidents, respondents could indicate that offenders were all male, all female, 

mostly male, mostly female, or evenly divided. See questions 62 (for single-offender incidents) and 75 and 76 

(for multiple-offender incidents) in the NCVS-2 questionnaire in appendix D.

TIME OF INCIDENT (SC612): Time categories in which the incident occurred are during the day (after 6 

a.m.–12 noon, after 12 noon–3 p.m., after 3 p.m.–6 p.m.), at night (after 6 p.m.–6 a.m.), and the respondent 

did not know the time that the incident occurred. See question 6 in the NCVS-2 questionnaire in appendix D. 
A Profile of Criminal Incidents at School A-9

VICTIM INJURIES (SC655 and SC656): Response options include whether the victim sustained knife wounds 

(includes stab wounds) (SC655_5), gun shot wounds (SC655_6), broken bones (includes teeth knocked out) 

(SC656_7), whether they were knocked unconscious (SC656_9), if they had bruises, cuts, or chipped teeth 

(includes black eye, scratches, or swelling) (SC656_10), rape (SC655_2), attempted rape (SC655_3), sexual 

assault other than rape or attempted rape (SC655_4), internal injuries (SC656_8), or other types of injuries 

(SC656_11). See question 31 in the NCVS-2 questionnaire in appendix D.

WEAPON USE BY OFFENDER (SC637 and SC638): SC637 asked respondents whether the offender 

had a weapon to use during the incident. SC638 details weapon response options such as gun (includes 

handguns such as a pistol or revolver and other guns such as a rifle or shotgun) (SC638_1 and SC638_2), 

knife (SC638_3), other sharp object (such as scissors, ice pick, or axe) (SC638_4), blunt object (such as a 

rock, club, or blackjack) (SC638_5), and other types of weapons (SC638_6). See questions 22 and 23 in the 

NCVS-2 questionnaire in appendix D.

For further information. NCES has collected and published data on school crime and safety in a number 

of publications. Readers who are interested in further information about school crime or who would like to 

download available data files, including the NCVS data file used in this report, should contact Monica Hill 

at monica.hill@ed.gov or visit the Crime and Safety Surveys website at http://nces.ed.gov/programs/crime. 
This page is intentionally left blank.
Appendix B: Standard Error Tables

Table B-1. Standard errors for table 1: Number and percentage of incidents that occurred at school in various locations, 

by type of incident: 2003–05 

Location of incident at school Total number of incidents

Type of incident

Any Theft Violent

Total 182,100 † † †

Inside a school building 156,500 1.4 1.2 2.9

On school property 68,700 1.3 1.1 2.8

On way to or from school 32,300 0.7 0.4 1.4

† Not applicable.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

Table B-2. Standard errors for table 2: Number and percentage of incidents that occurred in various locations inside 

the victim’s school building, by type of incident: 2003–05

Location of incident

inside school building Total number of incidents

Type of incident

Any Theft Violent

Total 149,100 † † †

Classroom 70,400 1.6 1.6 3.3

Hallway or stairwell 61,500 1.6 1.4 3.6

Bathroom or locker room 62,100 1.5 1.9 1.6

Other (library, gym, 

auditorium, cafeteria) 53,100 1.3 1.6 2.7

† Not applicable.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

Table B-3. Standard errors for table 3: Number and percentage of incidents at school that occurred during specific 

times, by type of incident: 2003–05

Time of incident Total number of incidents

Type of incident

Any Theft Violent

Total 182,100 † † †

After 6 a.m.–12 noon 83,800 1.3 1.4 2.6

After 12 noon–3 p.m. 101,700 1.6 1.8 2.8

After 3 p.m.–6 p.m. 50,000 1.0 1.1 1.8

After 6 p.m.–6 a.m. 26,600 0.5 0.5 1.0

Don’t know 59,700 1.1 1.3 1.6

† Not applicable.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

 

A Profile of Criminal Incidents at School B-1
Table B-4. Standard errors for table 4: Number and percentage of incidents at school reported to police and, if not 

reported, why incident was not reported, by type of incident: 2003–05

Incident characteristic

Total number of 

incidents

Type of incident

Any Theft Violent

Total 182,700 † † †

Reported to police

Yes 60,300 1.1 1.2 2.1

No 160,100 1.1 1.2 2.2

Reported to another official 96,600 1.7 2.0 2.9

Personal matter/Took care of 

informally, told offender’s 

parent 37,600 0.9 0.7 2.2

Minor or unsuccessful crime 69,300 1.5 1.7 2.7

Child offender(s) involved, 

“kid stuff” 34,400 0.9 0.7 2.1

Not clear a crime 17,800 0.4 0.4 1.1

Other reason 75,600 1.7 1.7 2.6

Don’t know 18,200 0.4 0.4 0.7

† Not applicable.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

Table B-5. Standard errors for table 5: Number and percentage of violent incidents at school in which the offender had 

a weapon and the type of weapon: 2003–05

Violent incident characteristic Total number of violent incidents Percentage of violent incidents

Total 105,500 †

Offender had weapon 

Yes 29,900 1.5

Gun 6,400 3.5

Knife 18,800 7.5

Other sharp object † 3.7

Blunt object 12,300 6.6

Other 13,100 6.0

No 93,200 1.7

Don’t know 21,000 1.1

† Not applicable.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

B-2 A Profile of Criminal Incidents at School
A Profile of Criminal Incidents at School B-3

Table B-6. Standard errors for table 6: Number and percentage of violent incidents at school that resulted in injuries 

and the type of injury: 2003–05 

Violent incident characteristic Total number of violent incidents Percentage of violent incidents

Total 105,500 †

Victim injured

Yes 52,100 2.3

Knife wounds † †

Gun shot wounds † †

Broken bones † 1.6

Knocked unconscious † †

Bruises, cuts, chipped teeth 44,100 3.5

All other injuries 24,300 4.0

No 86,000 2.3

† Not applicable.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

Table B-7. Standard errors for table 7: Number and percentage of incidents at school in which respondent was present, 

and whether a single offender or multiple offenders were involved, by type of incident: 2003–05

Offender status 

Total number of 

incidents

Type of incident

Any Theft Violent

Total 182,100 † † †

Respondent present 117,000 1.5 1.5 †

Single-offender incidents 100,700 2.0 4.0 1.9

Multiple-offender incidents 37,500 1.5 2.0 1.8

Don’t know how many offenders 31,100 1.4 4.2 †

Respondent not present 113,700 1.5 1.5 †

† Not applicable.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.

 

Table B-8. Standard errors for table 8: Number and percentage of violent single-offender and multiple-offender 

incidents at school in which offender was known or was a stranger and whether the incident was repeated 

by the same offender: 2003–05

Offender status Total number of violent incidents Percentage of violent incidents

Single-offender incidents 95,365 1.9

Repeat offender 55,632 3.2

Total 95,365 †

Offender known 89,640 2.0

Offender stranger 29,451 2.0

Don’t know if stranger † †

Multiple-offender incidents 34,676 1.9

Any repeat offenders 19,579 5.1

Total 34,676 †

All offenders known 26,131 6.0

Some offenders known 15,391 4.4

All offenders strangers 17,118 4.4

Don’t know if strangers † †

Don’t know how many offenders † †

† Not applicable.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.
B-4 A Profile of Criminal Incidents at School

Table B-9. Standard errors for table 9: Number and percentage of violent single-offender and multiple-offender 

incidents at school and specific offender characteristics: 2003–05

Offender characteristic Total number of violent incidents Percentage of violent incidents

Single-offender incidents 95,951 1.9

Sex

Male 88,393 2.7

Female 39,824 2.7

Don’t know † †

Age

14 or under 66,533 3.2

15–17 57,585 3.4

18–20 14,578 1.1

21 and older 13,836 1.0

Don’t know 7,800 0.6

Race/ethnicity

White 64,796 3.6

Black 50,689 3.3

All other races/ethnicities 29,303 2.2

Don’t know † †

Gang member 11,148 0.8

Multiple-offender incidents 34,571 1.8

Sex

All male 27,327 6.2

All female 17,848 5.3

Mostly male 12,400 3.7

Mostly female 8,436 2.7

Evenly split male and female † †

Don’t know † †

Age

All 14 or under 18,715 5.2

All 15–17 16,370 4.8

All 18–20 † †

All 21 or older † †

Mixed ages, all less than 18 16,589 4.4

Mixed ages, includes at least none 18 or older 14,408 4.1

Don’t know † †

Race/ethnicity

All White 17,043 4.8

All Black 24,718 5.6

All other races/ethnicities 6,768 2.1

Mostly White 11,789 3.6

Mostly Black † †

Mostly other † †

Equal number of each race 10,034 3.1

Don’t know † †

Any gang member 20,128 5.7

Don’t know how many offenders † †

† Not applicable.

SOURCE: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey Incident Report (NCVS-2), 2003–05.
Appendix C: Selected Items From 

the National Crime Victimization 

Survey Basic Screen Questionnaire 

(NCVS-1)

Selected items on the questionnaire pages are highlighted.

A Profile of Criminal Incidents at School C-1
C-2 A Profile of Criminal Incidents at School
A Profile of Criminal Incidents at School C-3
C-4 A Profile of Criminal Incidents at School
Appendix D: Selected Items From 

the National Crime Victimization 

Survey Crime Incident Report 

(NCVS-2) 

Selected items on the questionnaire pages are highlighted.

A Profile of Criminal Incidents at School D-1
D-2 A Profile of Criminal Incidents at School
A Profile of Criminal Incidents at School D-3
D-4 A Profile of Criminal Incidents at School
A Profile of Criminal Incidents at School D-5
D-6 A Profile of Criminal Incidents at School
A Profile of Criminal Incidents at School D-7
D-8 A Profile of Criminal Incidents at School
A Profile of Criminal Incidents at School D-9
D-10 A Profile of Criminal Incidents at School
A Profile of Criminal Incidents at School D-11