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Table 25.  Number and percentage of public middle schools reporting one or more teachers trained to recognize early warning signs of potentially violent students with the average number of teachers trained per school, and the average number of training hours per teacher trained, by selected school characteristics: 1999–2000


School characteristic Number of schools with one or more teachers trained Percent of schools with one or more teachers trained Average number of teachers trained per school Average number of hours of training per teacher trained
All public middle schools 5,886 38 27 7
 
Enrollment size
Less than 300 815 30 15 7
300–499 1,353 40 17 6
500–999 2,956 40 28 7
1,000 or more761 39 51 7
Urbanicity
City 1,243 36 27 7
Urban fringe 2,171 40 31 6
Town 834 34 23 7
Rural 1,638 40 23 7
 
Crime level where students
live1
High 272 36 21 12
Moderate 1,184 46 27 7
Low 3,725 38 26 6
Mixed 622 30 36 6
 
Percent minority enrollment1
0–5 percent 1,607 37 25 6
6–20 percent 1,299 33 30 7
21–50 percent 1,562 45 24 6
More than 50 percent 1,308 38 29 8
 
Percent of students eligible
for free/reduced-price lunch
0–20 percent 1,650 35 29 6
21–50 percent 2,401 38 27 7
More than 50 percent 1,835 42 25 7
 
Percent of students below 15th
percentile on standardized tests
0–5 percent 1,697 40 26 6
6–15 percent 2,611 39 27 6
More than 15 percent 1,578 35 28 7
 
Percent of students likely to
attend college
0–35 percent 1,745 40 22 8
36–60 percent 1,994 35 28 7
More than 60 percent 2,147 40 30 6
 
Percent of students who consider
academic achievement important
0–25 percent 733 45 24 7
26–50 percent 1,200 36 20 7
51–75 percent 2,141 41 32 6
More than 75 percent 1,811 35 28 7
 
Percent male enrollment
0–44 percent 824 40 29 6
45–55 percent 4,596 38 26 6
More than 55 percent 466 35 31 9
 
Student/teacher ratio1,2
Less than 12 1,863 40 26 6
12–16 1,988 35 29 8
More than 16 1,711 40 26 6
 
Number of classroom changes1
0–3 changes 249 26 17 12
4–6 changes 2,015 37 26 8
More than 6 changes 3,039 42 26 5
 
Use of paid law enforcement3
Regular use 4,351 41 28 7
No regular use 1,535 31 24 6
 
Number of serious discipline
problems4
No problems 1,972 36 24 7
1 problem 1,306 35 27 6
2 problems 1,051 45 26 7
3 or more problems 1,556 41 32 6
 
Transfers as percentage of
enrollment1,5
0 to 6 percent 1,563 40 28 6
6 to 11 percent 1,271 37 29 7
11 to 21 percent 1,558 42 29 6
21 percent or more 1,431 36 23 7
 
Prevalence of schoolwide
disruptions1,6
No disruptions 4,542 38 27 6
Any disruptions 1,036 42 30 6
 
Percent of students absent
without excuses
None 1,126 40 23 6
1–2 percent 2,162 34 30 7
3–5 percent 1,502 41 25 6
6–10 percent 847 40 30 6
More than 10 percent 249 47 26 9
 
Prevalence of violent incidents1,7
No violent incidents 585 30 27 3
Any violent incidents 5,207 39 27 7
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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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education