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Table 24.  Percentage of public middle schools reporting use of selected methods to involve parents, by school characteristics: 1999–2000


School characteristic Formal process to obtain parent input on school crime and discipline policies Training or technical assistance to parents in dealing with students' problem behaviors Program that involves parents at school helping to maintain school discipline
All public middle schools 59 41 24
 
Enrollment size
Less than 300 58 27 13
300–499 52 33 23
500–999 61 45 26
1,000 or more69 63 30
 
Urbanicity
City 64 52 33
Urban fringe 64 45 23
Town 50 41 22
Rural 55 28 18
 
Crime level where
students live1
High 76 54 45
Moderate 58 50 34
Low 57 35 21
Mixed 65 55 18
 
Percent minority
enrollment1
0–5 percent 52 28 19
6–20 percent 54 39 17
21–50 percent 67 48 22
More than 50 percent 67 54 38
 
Percent of students eligible
for free/reduced-price lunch
0–20 percent 57 39 18
21–50 percent 56 35 20
More than 50 percent 66 52 35
 
Percent of students below
15th percentile on standardized
tests
0–5 percent 61 36 26
6–15 percent 56 42 21
More than 15 percent 63 45 26
 
Percent of students likely to
attend college
0–35 percent 65 45 26
36–60 percent 55 40 23
More than 60 percent 60 39 23
 
Percent of students who consider
academic achievement important
0–25 percent 66 38 29
26–50 percent 54 42 20
51–75 percent 59 42 23
More than 75 percent 61 41 25
 
Percent male enrollment
0–44 percent 71 42 27
45–55 percent 58 42 23
More than 55 percent 59 36 31
 
Student/teacher ratio1,2
Less than 12 56 34 23
12–16 54 43 25
More than 16 72 45 24
 
Number of classroom changes1
0–3 changes 47 28 25
4–6 changes 67 46 30
More than 6 changes 58 40 21
 
Use of paid law enforcement3
Regular use 63 45 29
No regular use 51 33 13
 
Number of serious discipline
problems4
No problems 59 38 26
1 problem 54 43 21
2 problems 61 37 26
3 or more problems 64 47 23
 
Transfers as percentage of
enrollment1,5
0 to 6 percent 59 38 27
6 to 11 percent 59 35 27
11 to 21 percent 56 39 14
21 percent or more 65 51 27
 
Prevalence of schoolwide
disruptions1,6
No disruptions 58 41 23
Any disruptions 65 41 25
 
Percent of students absent
without excuses
None 50 39 19
1–2 percent 61 40 21
3–5 percent 61 43 30
6–10 percent 62 39 26
More than 10 percent 70 66 37
 
Prevalence of violent
incidents1,7
No violent incidents 58 31 25
Any violent incidents 60 43 23
1 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.
2 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.
3 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.
4 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.
5 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.
6 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.
7 Violent incidents include rape, sexual battery other than rape, physical attack or fight with or without a weapon, threat of physical attack with or without a weapon, and robbery with or without a weapon.
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. A gang was defined for respondents as, "an ongoing loosely organized association of three or more persons, whether formal or informal, that has a common name, signs, symbols or colors, whose members engage, either individually or collectively, in violent or other forms of illegal behavior." 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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