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Table 2.  Number and percentage of public middle schools reporting incidents of crime that occurred at school to police, the number of incidents reported to police, and the rate of incidents reported to police per 1,000 students, by incident type and selected school characteristics: School year 2005–06—Continued (Return to Table 2)

  Theft reported to police3    Other incidents reported to police4 
School characteristic  Num-
ber of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1,000 students   Num-
of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1,000 students  
All public schools  6,730   43   28,890   3   11,280   73   70,140   7  
                                 
Enrollment size                                 
Less than 300  780   27   2,010   3   1,610   56   6,600 ! 8 !
300–499  920   29   2,330   2   1,800   57   6,690   5  
500–999  3,460   48   15,210   3   5,700   80   37,360   7  
1,000 or more  1,570   66   9,340   3   2,170   91   19,490   7  
                                 
Urbanicity                                 
City  2,000   55   10,360   4   3,130   87   27,150   10  
Urban fringe  2,500   43   11,070   3   4,170   72   26,830   6  
Town  790   40   2,850   3   1,270   65   5,190   5  
Rural  1,440   34   4,600   2   2,700   64   10,960   6  
                                 
Crime level where
students live5 
                               
High  470   40   2,530   3   1,040   88   8,510   11  
Moderate  1,540   52   6,420   3   2,440   81   22,240   11  
Low  3,470   40   12,600   2   5,600   64   25,860   5  
Mixed  1,240   47   7,340   4   2,200   83   13,530   7  
                                 
Percent minority
enrollment6 
                               
Less than 5 percent  780   29   1,940   2   1,500   55   5,430   4  
5 to less than
20 percent 
1,670   41   6,000   2   2,720   67   12,540   5  
20 to less than
50 percent 
1,810   49   9,550   4   2,840   77   17,510   7  
50 percent or more  2,360   51   11,000   3   3,940   85   32,940   9  
                                 
Percent of students
eligible for free or
reduced-price lunch 
                               
0–20 percent  1,660   44   6,210   2   2,300   61   9,870   4  
21–50 percent  2,490   44   11,370   3   4,200   74   24,950   6  
More than 50 percent  2,580   42   11,310   3   4,790   79   35,310   10  
                                 
Percent of students
below 15th percentile on
>standardized tests 
                               
0–5 percent  1,730   37   6,950   2   2,990   64   13,060   4  
6–15 percent  2,870   44   12,690   3   4,830   75   28,430   7  
More than 15 percent  2,130   48   9,250   3   3,460   79   28,650   10  
                                 
Percent of students likely
to attend college 
                               
0–35 percent  1,850   43   7,250   3   3,170   73   24,820   10  
36–60 percent  2,470   49   11,820   4   3,960   79   26,650   8  
More than 60 percent  2,410   39   9,820   2   4,150   67   18,670   4  
                                 
Percent of students who
consider academic
achievement important 
                               
0–25 percent  590   41   2,090   2   1,170   83   9,600   11  
26–50 percent  1,900   49   8,770   4   2,890   75   19,120   8  
51–75 percent  2,080   44   8,410   3   3,320   71   22,190   7  
More than 75 percent  2,160   39   9,620   2   3,900   70   19,230   5  
                                 
Percent male enrollment                                 
0–44 percent  350   38   1,460   3   600   65   5,470 ! 11 !
45–55 percent  6,010   45   26,390   3   9,840   74   59,630   7  
More than 55 percent  370   30   1,040 ! 2   830   68   5,040   8  
                                 
Student-to-FTE ratio7                                 
Less than 12 students  3,050   41   11,940   3   5,070   68   26,220   6  
12–16 students  2,580   44   12,510   3   4,490   76   30,780   7  
More than 16 students  1,110   50   4,440   2   1,720   78   13,130   7  
                                 
Number of classroom
changes8 
                               
0–3 changes  260   42   630 ! 2   380   62   1,470   5  
4–6 changes  2,380   41   10,450   3   4,390   75   29,740   7  
More than 6 changes  4,090   45   17,800   3   6,510   71   38,930   7  
                                 
Regular use of law
enforcement9 
                               
Regular use  5,240   53   25,060   3   7,880   80   57,070   8  
No regular use  1,490   26   3,820   1   3,400   60   13,060   5  
                                 
Number of serious
discipline problems10 
                               
No problems  2,600   37   9,380   2   4,550   64   24,190   6  
1 problem  1,710   42   6,250   2   2,930   73   16,090   6  
2 problems  1,050   55   5,310   4   1,580   83   11,160   9  
3 or more problems  1,380   54   7,940   4   2,230   88   18,700   10  
                                 
Transfers as a percentage
of enrollment11 
                               
Less than 6 percent  1,150   39   4,980   2   1,970   66   10,360   5  
6 to less than
11 percent 
1,170   39   4,050   2   2,030   68   9,300   6  
11 to less than
21 percent 
2,320   47   9,030   3   3,480   70   21,550   7  
21 percent or more  2,090   45   10,820   4   3,810   82   28,930   10  
                                 
Prevalence of schoolwide
disruptions12 
                               
No disruptions  6,020   43   25,430   3   10,070   71   61,500   7  
Any disruptions  710   50   3,450   3   1,210   85   8,640   8  
                                 
Percent of students
absent on a daily basis 
                               
0–2 percent  350   40   1,320   2   550   62   3,010   6  
3–5 percent  3,700   43   15,790   3   5,980   69   32,890   6  
6–10 percent  2,240   42   9,880   3   4,050   76   26,550   8  
More than 10 percent  430   57   1,900   3   710   94   7,690 ! 13  
# Rounds to zero.
! 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