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Table 6.  Number and percentage of public middle schools reporting incidents involving distribution, possession, and use of illegal drugs, sexual harassment, and vandalism with the number of incidents reported, by selected school characteristics: 1999–2000


School characteristic Distribution of illegal drugs   Possess/use
alcohol/illegal drugs
  Sexual harassment1   Vandalism2
Num-
ber of schools
Per-
cent of schools
Num-
ber of incidents
  Num-
ber of schools
Per-
cent of schools
Num-
ber of incidents
  Num-
ber of schools
Per-
cent of schools
Num-
ber of incidents
  Num-
ber of schools
Per-
cent of schools
Num-
ber of incidents
All public middle schools 3,740 24 8,086   7,929 52 25,910   8,319 54 49,353   10,002 65 61,410
                               
Enrollment size                              
Less than 300 224 8 399   641 23 1,723   761 28 2,245   1,195 43 2,970
300–499 600 18 920   1,396 42 3,572   1,563 47 8,402   1,993 59 7,983
500–999 2,184 30 4,635   4,446 61 14,748   4,665 64 29,731   5,260 72 37,631
1,000 or more733 37 2,132   1,446 74 5,867   1,331 69 8,975   1,554 79 12,826
                               
Urbanicity                              
City 975 29 2,185   2,234 65 7,534   2,065 61 11,277   2,342 69 17,046
Urban fringe 1,334 25 3,565   2,897 54 9,374   3,155 59 21,901   3,889 72 28,971
Town 465 19 754   964 39 2,835   1,245 50 5,459   1,513 61 6,574
Rural 966 24 1,582   1,834 45 6,167   1,855 45 10,716   2,257 55 8,818
                               
Crime level where students live3                              
High 161 21 508   453 60 2,201   390 52 2,672   564 75 4,696
Moderate 736 29 2,035   1,522 59 5,391   1,412 55 10,763   1,798 70 18,686
Low 2,252 23 4,329   4,609 46 13,758   5,040 51 26,855   5,924 60 26,679
Mixed 591 29 1,214   1,278 62 4,258   1,427 71 9,013   1,633 81 11,166
                               
Percent minority enrollment3                              
0–5 percent 934 21 1,665   1,859 43 5,690   2,020 46 11,033   2,587 59 10,102
6–20 percent 1,114 28 2,319   2,088 53 7,193   2,356 60 14,156   2,520 64 14,048
21–50 percent 1,034 30 2,317   1,963 56 6,261   2,082 60 14,332   2,463 71 19,176
More than 50 percent 643 19 1,772   1,982 57 6,523   1,763 51 9,020   2,318 67 17,214
                               
Percent of students eligible for free/reduced-price lunch                              
0–20 percent 1,147 25 2,260   2,336 50 6,677   2,424 52 14,393   3,066 66 14,558
21–50 percent 1,593 25 3,290   3,406 53 11,427   3,794 60 23,737   4,277 67 29,419
More than 50 percent 1,000 23 2,537   2,187 50 7,807   2,102 48 11,223   2,658 61 17,433
                               
Percent of students below 15th percentile on standardized tests                              
0–5 percent 933 22 1,565   1,650 39 4,918   2,048 48 11,389   2,585 61 11,358
6–15 percent 1,634 25 3,455   3,638 55 11,917   3,925 59 21,909   4,394 66 22,569
More than 15 percent 1,173 26 3,066   2,642 59 9,075   2,346 53 16,055   3,023 68 27,483
                               
Percent of students likely to attend college                              
0–35 percent 1,204 28 2,825   2,402 55 8,656   2,265 52 14,290   3,060 71 18,521
36–60 percent 1,292 23 2,616   2,760 49 8,718   3,098 55 16,294   3,443 61 18,447
More than 60 percent 1,244 23 2,645   2,767 51 8,537   2,957 56 18,769   3,499 65 24,442
                               
Percent of students who consider academic achievement important                              
0–25 percent 544 33 1,344   802 49 3,839   828 50 5,497   1,007 61 6,727
26–50 percent 780 24 1,902   1,801 54 6,581   1,987 60 13,877   2,477 74 21,346
51–75 percent 1,269 25 2,762   2,543 49 7,936   2,749 53 14,923   3,393 66 19,651
More than 75 percent 1,146 22 2,078   2,783 53 7,555   2,755 53 15,056   3,124 60 13,686
                               
Percent male enrollment                              
0–44 percent 411 20 985   897 43 2,081   795 38 5,211   996 48 6,210
45–55 percent 2,990 25 6,360   6,464 54 21,563   6,977 58 41,650   8,309 69 51,739
More than 55 percent 340 26 741   568 43 2,267   547 41 2,492   697 53 3,460
                               
Student/teacher ratio3,4                              
Less than 12 904 19 1,781   2,126 46 6,360   2,285 49 11,756   2,883 62 15,210
12–16 1,299 23 2,578   2,896 51 9,594   3,035 54 18,169   3,834 67 27,184
More than 16 1,363 32 3,189   2,390 56 8,295   2,595 61 17,243   2,855 67 16,206
                               
Number of classroom changes3                              
0–3 changes 175 18 338   224 23 752   222 23 556   309 32 1,419
4–6 changes 1,280 23 3,456   2,801 51 8,743   2,878 53 16,670   3,463 63 26,143
More than 6 changes 1,821 25 3,551   3,996 55 13,601   4,357 61 28,317   5,105 71 28,364
                               
Use of paid law enforcement5                              
Regular use 2,911 28 6,763   6,217 59 21,218   6,159 59 40,518   7,331 70 49,429
No regular use 829 17 1,323   1,713 35 4,692   2,161 44 8,835   2,671 55 11,981
                               
Number of serious discipline problems6                              
No problems 795 14 1,267   1,742 32 4,708   2,028 37 7,179   2,659 48 8,718
1 problem 888 24 1,743   2,097 56 6,179   2,278 61 11,759   2,566 68 12,032
2 problems 747 32 1,541   1,402 60 5,469   1,433 62 8,896   1,727 74 9,181
3 or more problems 1,310 35 3,535   2,689 71 9,554   2,581 69 21,518   3,049 81 31,479
                               
Transfers as percentage of enrollment3,7                              
0 to 6 percent 639 16 1,324   1,607 41 5,219   1,817 47 8,404   2,472 64 9,764
6 to 11 percent 807 24 1,639   1,612 47 4,739   1,584 47 8,638   2,280 67 10,941
11 to 21 percent 1,064 29 2,513   2,269 61 7,934   2,661 72 15,977   2,322 62 20,757
21 percent or more 1,046 26 2,071   2,132 54 7,181   2,071 52 14,180   2,667 68 18,311
                               
Prevalence of schoolwide disruptions3,8                              
No disruptions 2,618 22 5,363   5,844 49 18,370   6,326 53 35,974   7,721 65 46,574
Any disruptions 922 37 2,165   1,582 64 5,711   1,530 62 10,740   1,806 73 12,543
                               
Percent of students absent without excuses                              
None 640 23 1,366   1,177 42 2,734   1,383 50 8,392   1,693 61 12,861
1–2 percent 1,272 20 2,305   3,144 50 10,127   3,386 54 18,784   3,854 61 21,431
3–5 percent 999 27 2,768   1,924 53 6,984   1,931 53 11,658   2,546 70 15,483
6–10 percent 704 34 1,382   1,264 60 4,393   1,263 60 7,340   1,474 70 7,602
More than 10 percent 126 25 265   421 79 1,673   357 69 3,178   434 81 4,033
1 Sexual harassment was defined for respondents as, "unsolicited, offensive behavior that inappropriately asserts sexuality over another person. The behavior may be verbal or non-verbal."
2 Vandalism was defined for respondents as, "the willful damage or destruction of school property including bombing, arson, graffiti, and other acts that cause property damage. Includes damage caused by computer hacking."
3 Some schools are omitted from these categories because of missing data on their school characteristics. For this reason, the detailed results do not sum to the totals. See appendix J of 2000 School Survey on Crime and Safety (SSOCS) Detailed Data Documentation (NCES 2004-307) for further information.
4 Student/teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time equivalent teachers. The total number of full-time equivalent teachers is a combination of the full-time and part-time teachers, including special education teachers, with an adjustment to compensate for the part-time status.
5 Schools were included as regularly using paid law enforcement if they reported the use of paid law enforcement during any of the following times: at any time during school hours, while students were arriving or leaving, at selected school activities (e.g., athletic and social events, open houses, science fairs), or at any other time that the respondent specified.
6 Serious discipline problems is a count of discipline problems reported by principals. These discipline problems include student racial tensions, student bullying, student verbal abuse of teachers, widespread disorder in classrooms, and student acts of disrespect for teachers. If a principal reported that any of these problems occurred daily or weekly in their school, each was counted once in the total number of serious discipline problems. Undesirable gang activities and undesirable cult or extremist group activities were also counted once as a problem if the principal reported that these events occurred at all in their school.
7 Transfers as a percentage of enrollment combines the number of students who were transferred to a school and the number of students who were transferred from a school, divided by the total number of students enrolled in the school.
8 Schoolwide disruptions include actions that disrupted school activities such as bomb threats or anthrax threats. Respondents were instructed to exclude all fire alarms, including false alarms.
NOTE: Detail may not sum to totals because of rounding. "At school/at your school" was defined for respondents as including activities happening in school buildings, on school grounds, on school buses, and at places that are holding school-sponsored events or activities. Respondents were instructed to, unless the survey specified otherwise, only respond for those times that were during normal school hours or when school activities/events were in session. Middle schools are defined as schools in which the lowest grade is not lower than grade 4 and the highest grade is not higher than grade 9.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2000.


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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education