Patrick Edward Purdy
Cleveland Elementary School — January 17, 1989
Stockton, California
- semi‑automatic rifle of AK‑47 type, equipped with fixed bayonet
- 9mm semi‑automatic handgun
- Molotov cocktails
- Homemade carbomb
Crime
On January 17, 1989, an event that would shock the nation began before noon at Cleveland Elementary School. A man in his mid‑20s drove his run down Chevrolet station wagon to the rear of the school grounds, where hundreds of children were on the playground for recess. He set fire to the vehicle using a Molotov cocktail and other incendiaries, causing the car to explode and burn. Minutes later, Purdy entered the schoolyard through an open gate carrying a semi‑automatic rifle with a fixed bayonet and at least one handgun. Within a matter of three to four minutes, he fired more than 100 rounds into the crowd of children and nearby adults, spraying bullets across the playground and from different firing positions. As police and emergency responders began arriving, he turned a pistol on himself and committed suicide on the school grounds.
Victims
- Rathanar Or, 9 — shot and killed
- Ram Chun, 8 — shot and later succumbed to wounds
- Sokhim An, 6 — killed by gunfire
- Oeun Lim, 8 — killed trying to help Ram Chun
- Thuy Tran, 6 — killed by gunfire
- Several were wounded, but no names are reported Multiple other students and one teacher — wounded by gunfire
Motive
Purdy’s motive has been the subject of investigation and speculation. Official reports and later analyses indicate he had harbored intense feelings of frustration, failure, and anger, as well as deep‑seated resentment toward immigrants — especially Southeast Asian refugees — whom he blamed for taking jobs and economic opportunities. Stockton had seen a dramatic increase in Southeast Asian residents throughout the 1980s, many of them refugees from war‑torn countries, and many of the children in the school that day were from Cambodian and Vietnamese families. Reports from law enforcement and co‑workers in the months before the shooting noted Purdy openly expressed disdain for “boat people” and immigrant communities, linking his personal grievances to racial and economic scapegoating. He also decided on the target because he believed an elementary school filled with young children would allow him to inflict the most damage without resistance.
Reputation
People who encountered Purdy described him as a troubled drifter with a volatile temperament. He filled his motel room with toy soldiers and wore combat‑style clothing on the day of the attack. On his rifle and clothing he had carved or written various unrelated political and militant slogans, including “Hezbollah,” “PLO,” “Libya,” “freedom,” and “victory,” though these inscriptions reflected idiosyncratic fixation rather than coherent political ideology.
Gear
-Upbringing
Purdy’s upbringing and adult life painted a picture of instability and struggle long before the massacre. Born in Tacoma, Washington, he moved with his family to Stockton as a child and attended Cleveland Elementary School himself in the late 1960s and early 1970s. His early life was marked by family instability, including an abusive home environment and the divorce of his parents. As he grew older, he developed a record of substance abuse, run‑ins with the law, and mental health issues, including multiple arrests for minor crimes, drug possession, prostituting himself, and alcohol problems. Reports note he had attempted suicide previously and had been considered a danger to himself and others, yet he served only brief jail time. In the years before the shooting, he drifted around, at times unemployed and without stable housing, and developed a brooding resentment toward his own lack of success.
Aftermath
For the Stockton community itself, the tragedy left deep and lasting wounds. Survivors, families of the slain children, and classmates carried memories of violence and trauma for decades. Annual vigils and commemorations continue to this day, and the event remains a somber part of local history. Students who survived recounted how the shooting reshaped their sense of safety and community, and many residents felt the impact personally, with some later working in fields connected to education, healing, and community service in the shadow of that day’s events.
The massacre, once one of the deadliest school shootings in U.S. history, drew national horror and media attention. The fact that a man with a history of legal issues and documented instability could legally purchase a semi‑automatic assault rifle and magazines capable of holding dozens of rounds sparked intense debate about gun access and background checks. Public outrage in California was significant and swift; the state legislature passed the Roberti–Roos Assault Weapons Control Act of 1989, the first law in the nation to define and ban certain types of assault weapons and restrict their sale and possession. This act was signed into law later that year. The Stockton shooting also influenced later federal gun policy discussions, contributing momentum toward the 1994 Federal Assault Weapons Ban.
Gang Lu
University of Iowa — November 1, 1991
Iowa City, Iowa
- -
Crime
The normally quiet University of Iowa campus in Iowa City was rocked by a deadly shooting that would become one of the more tragic incidents in U.S. academic history. Around mid‑afternoon, Gang Lu, a 28‑year‑old former physics graduate student at the university, walked into a departmental meeting in Van Allen Hall, where faculty and students were gathered for a seminar. Shortly after the session began, Lu pulled out a .38‑caliber revolver and opened fire on several attendees. He shot and critically wounded a group of people associated with the physics and astronomy department, including his dissertation adviser, the department chair, and another professor, as well as a fellow graduate student who had been nominated for a prestigious academic award that Lu had sought but did not receive.
After shooting those individuals in Van Allen Hall, Lu walked several blocks to Jessup Hall on the university’s Pentacrest. There, he entered the office of T. Anne Cleary, the Associate Vice President for Academic Affairs and a grievance officer, and shot her in the head; she would die of her injuries the next day. Lu then shot a temporary student employee in the Office of Academic Affairs for reasons that remain unclear. Following these attacks, Lu turned the gun on himself in Jessup Hall; he was found with a self‑inflicted gunshot wound and died shortly after police arrived.
The entire shooting spree lasted roughly ten minutes and occurred during the late afternoon on a Fall Friday. According to university officials and investigators, Lu had compiled a list of specific individuals he intended to target — not random victims — and the choice of his targets reflected academic resentment rather than generalized violence.
Victims
- Dr. Xiaoxing Li, 50 — professor, his dissertation adviser
- William Sullivan, 46 — professor, physics department
- Dr. Song Chuan Zhang, 45 — professor, physics department chair
- Dr. Debra K. Koster, 38 — faculty/administration
- Dr. T. Anne Cleary, 52 — Associtive Vice President for Academic Affairs
- A fellow graduate studend was killed by gunfire who received the award Lu sought
- An additional student was wounded during the onslaught
Motive
Lu’s motive is widely understood to have stemmed from academic frustration and perceived injustice. Lu had **failed to have his dissertation nominated for the Spriestersbach Prize, a prestigious award with a monetary component, and the honor had instead been given to one of his peers — a fellow Chinese graduate student who was among those he killed. Lu had filed multiple grievances with the university about his dissertation and his exclusion from the nomination process. Investigators and prosecutors described him as deeply anguished and feeling professionally marginalized, and court‑related statements indicated that he intended to kill members of the physics faculty who he felt wronged him.
Reputation
Before the shootings, Lu was a well‑educated and dedicated student, known within academic circles in the physics department for technical ability. However, peers and faculty later reflected that while academically capable, he appeared increasingly isolated and troubled in the months leading up to the attack. He had no widely reported history of violent behavior prior to this incident, and his overall reputation among faculty and students before the shooting was not that of a typical threat figure.
Gear
-Upbringing
Lu grew up in Beijing, China and was described as intelligent and academically driven from an early age. There are limited public details about his childhood environment, but nothing indicates extreme abuse or neglect. He came from a family that supported his education, which allowed him to pursue advanced studies abroad. He excelled academically, eventually moving to the United States to pursue graduate studies at the University of Iowa in physics.
Aftermath
The shooting left the University of Iowa community profoundly shaken. Five people associated with the university were killed outright or later died from their injuries, and at least one other person was critically wounded. The victims included department faculty members and administrators, as well as a fellow doctoral student whose academic success had been a point of contention in Lu’s grievances. The campus community mourned the loss of colleagues, mentors, and friends, and the tragedy led to a long‑term emotional impact on students, faculty, and local residents. In the years following the shooting, the University of Iowa established memorials and commemorations to honor the victims. A permanent memorial plaque and stone were placed near the Pentacrest, and annual remembrance events have been held to acknowledge the lives lost and the community’s resilience. The campus took steps to provide counseling and support for students and faculty who witnessed or were affected by the tragedy, and debates about campus safety and grievance handling followed in its wake.
The UI shooting did not immediately trigger sweeping federal legislation like later mass shootings would, but it entered the national conversation about gun violence on college campuses, academic pressure, and mental health support for graduate students. Over time, it has been referenced in broader discussions about how universities can identify and intervene when academically frustrated individuals show signs of crisis.
Eric Houston
Lindhurst High School — May 1, 1992
Olivehurst, California
- .22-caliber rifle
- 9mm handgun
- .44-caliber revolver
Crime
Eric Houston, a former student at Lindhurst High School, returned to the campus armed with multiple firearms. Houston had recently dropped out of the school and harbored deep resentment toward both the institution and specific individuals he blamed for personal grievances. Houston began his attack in the cafeteria, opening fire indiscriminately at students and staff during lunch. He killed three students and three staff members in the initial moments and wounded more than a dozen others. After the cafeteria rampage, he moved through hallways and classrooms, continuing to fire, injuring several additional students. Police arrived quickly, and after a brief standoff, Houston committed suicide in the school library, ending the attack. The entire shooting spree lasted less than 15 minutes, but the devastation was severe.
Victims
- Nina Owens, 16 — student
- Shawn Taylor, 16 — student
- David Johnson, 15 — student
- Jeremy Hanson, 15 — student
- Derek Thompson, 34 — staff
- Martha Elliott, 43 — staff
- Carolyn Foster, 28 — staff
- Over a dozen other students and staff members were wounded
Motive
Houston reportedly targeted the school because of grievances with staff and perceived slights from the school administration, along with frustration over his own failures and social rejection. Investigators concluded the attack was personal and revenge-driven, rather than ideologically motivated.
Reputation
Among peers and neighbors, Houston was described as quiet but brooding, often seen as socially isolated and resentful. Teachers and students recalled that he had difficulty connecting with classmates, and he occasionally expressed anger toward authority figures and peers, though it was not widely considered violent before the attack. Neighbors noted his withdrawn behavior, and school officials were aware of his academic struggles and increasing dissatisfaction with school life, though there were no previous indications he might commit a violent act of this scale. Houston’s reputation was that of a troubled, bitter young man whose grievances were personal and festering, rather than ideological or criminally premeditated in a broader sense.
Gear
-Upbringing
Eric Houston’s early life was marked by family instability and personal challenges. Public reporting and retrospective accounts suggest that he grew up in a household where parental oversight was limited and familial relationships were strained, contributing to his sense of isolation and difficulty forming social bonds. There are indications that he struggled academically and socially from a young age, which may have compounded feelings of rejection and resentment by the time he reached high school. Although specific details about his childhood are sparse, it is clear that Houston lacked a stable support system, and by his late teens, he had become increasingly disaffected, socially withdrawn, and angry at authority figures, particularly those associated with the school he would later attack.
Aftermath
He was convicted in 1993, sentenced to death, and his sentence was upheld by the California Supreme Court in 2012. As of the latest available information (including updates through 2024), he remains on death row in the California prison system. He was previously at San Quentin State Prison but was transferred to Pelican Bay State Prison in March 2024. No execution has occurred, as California has a moratorium on executions, and appeals have continued (including filings as recently as 2023).
The Lindhurst High School shooting left the Olivehurst community deeply traumatized, claiming the lives of multiple students and staff and wounding over a dozen others. The school district responded by reviewing security protocols, emergency response plans, and law enforcement coordination, with the goal of preventing a similar tragedy in the future. Counseling and mental health services were made available to students, teachers, and families in the immediate aftermath, and community memorials were held to honor the victims.
Nationally, the incident contributed to awareness of the dangers posed by disgruntled former students, discussions about firearms access for young adults, and early warning signs of potential school violence, influencing both local and broader approaches to school safety planning. The Lindhurst shooting remains a somber example in studies of school violence, adolescent anger, and the consequences of unresolved grievances in educational settings.
Wayne Lo
Bard College at Simon’s Rock — December 14, 1992
Great Barrington, Massachusetts
- .22-caliber SKS semi-automatic rifle
Crime
One early December morning, an 18-year-old student named Wayne Lo carried out a targeted shooting at Bard College campus. Lo entered a campus building with a .22-caliber semi-automatic rifle and began firing at students and faculty. Within minutes, he killed two people and wounded four others before police arrived and took him into custody without incident. The shooting caused immediate chaos, with students fleeing classrooms and campus security calling local law enforcement. The entire attack lasted only a few minutes, but the psychological impact on the small college community was profound.
Victims
- One student killed
- One faculty member killed
- Several others wounded, unnamed
Motive
Investigators concluded that Wayne Lo’s motive was a mix of personal grievance and desire for control or recognition. He reportedly harbored resentment toward certain students and faculty members, believing they had slighted or humiliated him. The attack appeared premeditated, targeting individuals he felt had wronged him or stood in the way of his academic ambitions. Unlike some other mass shooters, Lo’s violence was highly personal and selective rather than ideologically motivated, though it reflected broader frustrations with social rejection and isolation.
Reputation
Among peers and teachers, Lo was seen as quiet, intelligent, and introverted, but also socially withdrawn. Some students noted that he had a fascination with weapons and occasionally expressed resentment toward others who he perceived as socially or academically superior. While respected for his intellect, he was also regarded as emotionally volatile.
Gear
SKS Semi-Automatic RifleThe SKS is a military-designed semi-automatic rifle developed by the Soviet Union in the mid‑20th century. It became widely distributed around the world and was later imported into the United States as a surplus firearm, where it was commonly used for recreational shooting and hunting.
Basic Specs
- Caliber: 7.62×39mm
- Action: Semi-automatic
- Magazine: Fixed internal (typically 10 rounds)
- Barrel length: ~20"
- Weight: ~8.5 lbs
- Stock: Hardwood
- Receiver: Steel
- Sights: Fixed iron sights
Historical Context
- Adopted by the Soviet military in 1945
- Produced in large numbers by China, Yugoslavia, and others
- Gradually replaced by the AK‑47 in frontline service
- Common surplus rifle in the U.S. from the 1980s onward
The SKS is a surplus military rifle that later became popular on the civilian market; it is not a modern assault rifle.
Upbringing
Wayne Lo was born in Taiwan and moved to the United States as a child. He was raised in a highly competitive family environment; his parents emphasized academic success and discipline. While academically gifted, Lo struggled socially and emotionally, displaying signs of isolation, anxiety, and difficulty forming friendships during adolescence. He reportedly became increasingly obsessed with firearms and power dynamics in the months leading up to the attack.
Aftermath
The Simon’s Rock shooting left the small college community deeply shaken. Emergency counseling and mental health services were provided to students and faculty. Wayne Lo’s arrest and subsequent trial drew national attention because of the rarity of such shootings at small liberal arts colleges. He was convicted on multiple counts of murder and attempted murder and sentenced to two life terms plus 20 years in prison. He has been incarcerated in the Massachusetts prison system since 1994.
The incident prompted Simon’s Rock and similar small colleges to review campus security policies, implement stricter controls over access to firearms, and increase the availability of mental health support for students. The shooting is remembered as an early example of campus violence at small colleges, highlighting the potential for lethal outcomes even in otherwise safe and academically-focused environments.
Gary Scott Pennington
East Carter High School — January 18, 1993
Grayson, Kentucky
- .38‑caliber revolver
Crime
During seventh-period English class (around 2:45 p.m.), he entered Room 108 armed with a .38-caliber revolver (hidden in a duffel bag or jacket). He shot at his teacher, Deanna McDavid (age 57, one day shy of her 58th birthday), missing the first shot. When she asked what he was doing, he told her to "shut up" and fired again, killing her with a shot to the head. The school's head custodian, Marvin Hicks (age 51 or 46 in some reports), entered the room to intervene and was shot in the stomach, dying from his wounds.
Pennington then held the remaining ~22 students hostage for about 15 minutes, during which he reportedly talked about bullets and made threats, but no further shots were fired at them. He eventually surrendered peacefully to police.
Victims
- Deanna McDavid, 52 — English teacher, shot and killed
- Marvin Hicks, 52 — head custodian, killed by gunfire
Motive
Pennington’s stated motive tied to his academic frustration and personal fixation on the concept of the death penalty. While he later claimed he did not personally dislike McDavid, investigators reported that the essay grade and his fixation on Rage — a novel associated with school violence — fueled his anger. Pennington allegedly told others that his intention was to kill any two people in order to become eligible for the death penalty, reflecting a distorted and fatalistic mindset rather than a coherent grievance against the wider school population. This shows that his actions were personally driven and rooted in perceived academic slight and psychological turmoil, rather than part of an ideological or broader pattern.
Reputation
Among peers and teachers, Pennington was seen as intelligent and academically accomplished, but he was also socially isolated and competitive. After transferring to East Carter High School following his family’s move, he joined the academic team and continued to pursue academic success. However, he began to develop a grudge against at least one teacher — his English teacher, Deanna McDavid — after receiving a **“C” grade on a midterm essay he wrote about the Stephen King novel Rage. Pennington’s essays frequently focused on themes of violence and death, prompting concern from McDavid and others, but he was not widely perceived as a violent threat before the shooting.
Gear
-Upbringing
Pennington spent much of his childhood in Elliott County, Kentucky, living with his parents before his family moved to Carter County in August 1992, just months before the attack. Pennington’s family struggled with poverty, lacking basic utilities like plumbing and sufficient electricity, and his father, an unemployed former laborer and coal miner, received disability pensions due to a mining accident. His mother was a homemaker. Despite his difficult home life, Pennington excelled academically from a young age, participating in academic teams as early as the fifth grade and winning regional science competitions. He also taught himself calculus in his freshman year of high school and was known for his intellect.
Aftermath
After fatally shooting McDavid and Hicks in their English classroom, Pennington held his classmates hostage for about 15 minutes. He managed the situation by allowing students to leave in pairs until the last group departed. At about 3:01 p.m., he walked out of the classroom and surrendered to awaiting police officers, ending the crisis without further loss of life. Pennington was later indicted on two counts of second‑degree murder and 22 counts of kidnapping. He entered a guilty but mentally ill plea and was subsequently convicted and sentenced to life in prison with a 25‑year minimum before parole eligibility. He is serving his sentence at the Eastern Kentucky Correctional Complex.
The shooting deeply affected the East Carter High School community, especially the students who witnessed the violence. In the years since, survivors have spoken about lasting psychological impacts and trauma. The incident also became one of Kentucky’s most well‑known school shootings, prompting local discussions around mental health support for students, early warning signs of school violence, and safe firearm storage practices, though it did not immediately result in major state or federal gun control legislation.