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Table 1.  Number and percentage of public middle schools reporting incidents of crime that occurred at school, the number of incidents, and the rate of incidents per 1,000 students, by incident type and selected school characteristics: School year 2005–06—Continued (Return to Table 1)

  Theft3   Other incidents4 
School characteristic Num-
ber of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1,000 students   Num-
ber of schools
  Per-
cent of schools
  Num-
ber of incidents
Rate per 1,000 students
All public schools  10,680   69   79,300   8   13,650   88   120,800 12
                             
Enrollment size                             
Less than 300  1,440   51   5,000   6   2,200   77   12,800 16
300–499  1,830   58   8,900   7   2,610   83   14,400 11
500–999  5,360   75   40,900   8   6,530   91   60,900 12
1,000 or more  2,040   85   24,500   8   2,310   96   32,800 11
                             
Urbanicity                             
City  2,700   75   29,700   11   3,440   95   42,700 15
Urban fringe  3,950   68   28,300   7   4,990   87   45,700 11
Town  1,360   70   8,700   8   1,600   82   9,900 9
Rural  2,660   63   12,700   7   3,610   86   22,500 12
                             
Crime level where
students live5 
                           
High  740   62   6,800   9   1,140   96   14,200 18
Moderate  2,210   74   20,500   10   2,770   93   34,400 17
Low  5,880   67   34,900   7   7,310   84   48,800 9
Mixed  1,850   70   17,100   9   2,420   92   23,300 12
                             
Percent minority
enrollment6 
                           
Less than 5 percent  1,640   60   7,400   6   2,280   83   12,300 9
5 to less than
20 percent 
2,830   70   16,000   6   3,430   85   25,400 10
20 to less than
50 percent 
2,670   72   22,300   9   3,300   89   29,100 12
50 percent or more  3,270   70   32,500   9   4,250   92   51,000 15
                             
Percent of students
eligible for free or
reduced-price lunch 
                           
0–20 percent  2,620   70   14,100   5   2,980   79   19,100 7
21–50 percent  4,150   73   32,600   8   5,220   92   46,000 12
More than 50 percent  3,900   64   32,600   9   5,450   89   55,700 15
                             
Percent of students
below 15th percentile on
standardized tests 
                           
0–5 percent  2,870   61   18,200   6   3,860   83   26,100 9
6–15 percent  4,550   70   32,500   8   5,740   89   48,300 12
More than 15 percent  3,250   74   28,700   10   4,050   92   46,400 15
                             
Percent of students likely
to attend college 
                           
0–35 percent  2,900   67   20,500   8   3,890   90   41,300 16
36–60 percent  3,700   74   32,500   10   4,620   92   44,100 13
More than 60 percent  4,070   66   26,300   6   5,140   83   35,400 8
                             
Percent of students who
consider academic
achievement important 
                           
0–25 percent  1,060   75   8,200   9   1,330   94   13,800 16
26–50 percent  2,690   70   19,600   9   3,540   92   33,500 15
51–75 percent  3,220   68   24,700   8   4,070   87   39,600 13
More than 75 percent  3,720   67   26,700   7   4,710   84   33,900 9
                             
Percent male enrollment                             
0–44 percent  560   60   5,400 ! 10 ! 750   81   8,400 16
45–55 percent  9,350   70   69,500   8   11,830   88   103,100 11
More than 55 percent  760   62   4,400   7   1,060   87   9,400 15
                             
Student-to-FTE ratio7                             
Less than 12 students  4,830   65   32,900   8   6,370   86   45,300 11
12–16 students  4,220   71   31,800   8   5,280   90   52,600 13
More than 16 students  1,620   74   14,700   8   1,990   91   22,900 12
                             
Number of classroom
changes8 
                           
0–3 changes  310   51   1,500 ! 5   530   86   4,300 14
4–6 changes  3,940   68   29,400   7   5,240   90   49,700 12
More than 6 changes  6,420   71   48,500   8   7,880   87   66,700 12
                             
Regular use of law
enforcement9 
                           
Regular use  7,480   76   61,600   8   9,080   92   90,000 12
No regular use  3,190   57   17,700   6   4,570   81   30,800 11
                             
Number of serious
discipline problems10 
                           
No problems  4,270   60   24,200   6   5,730   81   40,800 9
1 problem  2,830   70   17,200   7   3,620   90   29,600 12
2 problems  1,570   83   14,100   11   1,820   96   19,500 15
3 or more problems  2,010   79   23,800   12   2,470   97   30,900 16
                             
Transfers as a percentage
of enrollment11 
                           
Less than 6 percent  1,940   65   12,200   6   2,540   85   18,700 9
6 to less than
11 percent 
1,980   67   12,300   7   2,530   85   17,500 10
11 to less than
21 percent 
3,420   69   24,400   7   4,250   86   38,900 12
21 percent or more  3,340   72   30,400   10   4,340   93   45,700 15
                             
Prevalence of schoolwide
disruptions12 
                           
No disruptions  9,620   68   68,800   8   12,250   87   106,900 12
Any disruptions  1,050   74   10,500   10   1,400   98   13,900 13
                             
Percent of students
absent on a daily basis 
                           
0–2 percent  510   58   2,900   5   710   81   4,300 8
3–5 percent  6,070   71   43,200   8   7,330   85   59,000 10
6–10 percent  3,550   67   29,400   9   4,860   92   46,900 14
More than 10 percent  550   72   3,800   6   750   99   10,600 17
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
1 Violent incidents include rape or attempted 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.
2 Serious violent incidents include rape or attempted rape, sexual battery other than rape, physical attack or fight with a weapon, threat of physical attack with a weapon, and robbery with or without a weapon.
3 Theft or larceny (taking things worth over $10 without personal confrontation) was defined for respondents as "the unlawful taking of another person's property without personal confrontation, threat, violence, or bodily harm. This includes pocket picking, stealing a purse or backpack (if left unattended or no force was used to take it from owner), theft from a building, theft from a motor vehicle or of motor vehicle parts or accessories, theft of a bicycle, theft from a vending machine, and all other types of thefts."
4 Other incidents include possession of a firearm or explosive device; possession of a knife or sharp object; distribution, possession, or use of illegal drugs or alcohol; and vandalism.
5 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."
6 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
7 Student-to-FTE 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.
8 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
9 Respondents were asked, "During the 2005–2006 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school at least once a week?"
10 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.
11 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.
12 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.
NOTE: "At school" was defined for respondents to include activities happening in school buildings, on school grounds, on school buses, and at places that hold school-sponsored events or activities. Detail may not sum to totals because of rounding. Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school. 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 (NCES), 2005–06 School Survey on Crime and Safety (SSOCS), 2006.

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