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Table 28.  Percentage of public middle schools that had specified practices to monitor school climate, by selected school characteristics: School year 2003–04


School characteristic Require students to wear uniforms Enforce a strict dress code Require faculty and staff to wear badges or picture IDs Provide telephones in most classrooms Provide two-way radios to any staff Prohibit all tobacco use on school grounds
All public schools  14 71 50 63 73 93
             
Enrollment size             
Less than 300  12 62 22 56 56 92
300–499  12 69 43 57 63 93
500–999  13 73 57 66 80 94
1,000 or more  19 77 65 72 80 94
             
Urbanicity             
City  32 75 53 64 74 91
Urban fringe  10 73 58 67 75 94
Town  7 66 43 55 69 94
Rural  5 68 40 63 69 94
             
Crime level where students live1             
High  41 74 57 70 81 92
Moderate  24 80 53 61 73 93
Low  6 66 46 64 70 94
Mixed  12 75 58 59 77 94
             
Percent minority enrollment2             
Less than 5 percent  2 57 36 64 65 96
5 to 20 percent  2 68 52 70 72 95
20 to 50 percent  8 76 59 60 77 94
50 percent or more  35 79 51 62 73 91
             
Percent of students eligible for free or reduced-price lunch             
0–20 percent  2 69 56 71 74 94
21–50 percent  3 67 51 66 74 95
More than 50 percent  31 77 46 56 71 92
             
Percent of students below 15th percentile on standardized tests             
0–5 percent  5 69 50 63 78 96
6–15 percent  11 71 50 65 71 93
More than 15 percent  23 73 50 62 71 93
             
Percent of students likely to attend college             
0–35 percent  24 75 48 58 71 91
36–60 percent  13 75 49 60 73 95
More than 60 percent  5 65 53 71 73 94
             
Percent of students who consider academic achievement important             
0–25 percent  26 76 48 56 70 90
26–50 percent  15 74 47 55 70 95
51–75 percent  15 72 47 64 75 93
More than 75 percent  7 67 56 71 73 94
             
Percent male enrollment             
0–44 percent  28 76 44 64 69 92
45–55 percent  13 71 50 63 73 93
More than 55 percent  10 69 51 67 71 94
             
Student-to-teacher ratio3             
Less than 12 students  10 64 48 64 68 94
12–16 students  14 75 54 58 75 94
More than 16 students  20 80 47 73 78 90
             
Number of classroom changes4             
0–3 changes  19 58 33 64 69 89
4–6 changes  18 67 49 64 77 91
More than 6 changes  10 75 52 63 70 95
             
Regular use of law enforcement5             
Regular use  16 76 56 63 75 93
No regular use  9 63 40 64 68 94
             
Number of serious discipline problems6             
No problems  12 70 46 63 71 92
1 problem  11 77 55 67 75 95
2 problems  17 68 49 57 74 94
3 or more problems  18 69 56 66 72 94
             
Transfers as a percentage of enrollment7             
0 to 6 percent  11 62 48 69 69 97
6 to 11 percent  16 74 49 69 71 92
11 to 21 percent  12 71 49 61 73 95
21 percent or more  15 76 53 57 77 90
             
Prevalence of schoolwide disruptions8             
No disruptions  13 71 49 63 73 94
Any disruptions  19 70 56 65 73 92
             
Percent of students absent on a daily basis             
0–2 percent  10 64 41 70 72 95
3–5 percent  12 71 50 63 72 95
6–10 percent  17 73 53 62 74 91
More than 10 percent  16 68 42 64 72 92
             
Prevalence of violent incidents9             
No violent incidents  9 60 45 59 66 88
Any violent incidents  14 72 50 64 73 94
1 Respondents were asked, "How would you describe the crime level in the area(s) in which your students live?" Response options included "high level of crime," "moderate level of crime," "low level of crime," and "students come from areas with very different levels of crime."
2 These estimates exclude data from Tennessee because schools in this state did not report estimates of student race.
3 Student-to-teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time-equivalent teachers and aides. The total number of full-time-equivalent teachers and aides is a combination of the full-time and part-time teachers and aides, including special education teachers and aides, with an adjustment to compensate for the part-time status.
4 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
5 Respondents were asked, "During the 2003–2004 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school on a regular basis?"
6 Serious discipline problems include student racial tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers, gang activities, and cult or extremist group activities. If a respondent 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.
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 death threats, bomb threats, and chemical, biological, or radiological threats. Respondents were instructed to exclude all fire alarms, including false alarms.
9 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: Responses were provided by the principal or the person most knowledgeable about crime and safety issues at school.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2004.


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