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Table 3.  Number and percentage of public middle schools reporting sexual and physical assaults that occurred at school, the number of sexual and physical assaults, and the rate of sexual and physical assaults per 1,000 students, by selected school characteristics: School year 2005–06—Continued (Return to Table 3)

  Physical attack or fight with a weapon3,4     Physical attack or fight without a weapon3,4
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  750   5   4,140 ! #     14,290   92   314,540   31  
                                   
Enrollment size                                   
Less than 300            2,480   87   29,640   37  
300–499  80 ! 3 !       2,730   87   41,870   32  
500–999  460   6   3,170 ! 1 !   6,750   94   156,390   31  
1,000 or more  140   6         2,320   97   86,640   30  
                                   
Urbanicity                                   
City  260   7   1,060 ! #     3,450   95   123,230   44  
Urban fringe  280   5         5,250   91   116,020   27  
Town  90 ! 4 !       1,800   92   30,400   27  
Rural  120 ! 3 ! 270 ! #     3,790   90   44,880   24  
                                   
Crime level where
students live5 
                                 
High  150 ! 13         1,170   99   49,520   64  
Moderate  110 ! 4 !       2,870   96   93,580   45  
Low  340   4   720   #     7,780   89   105,780   20  
Mixed  140 ! 5 !       2,460   93   65,660   34  
                                   
Percent minority
enrollment6 
                                 
Less than 5 percent  60 ! 2 !       2,410   88   26,780   21  
5 to less than
20 percent 
160   4   480 ! #     3,560   88   53,700   21  
20 to less than
50 percent 
180   5   320 ! #     3,530   95   79,760   32  
50 percent or more  310   7   3,150 ! 1 !   4,410   95   144,790   42  
                                   
Percent of students
eligible for free or
reduced-price lunch 
                                 
0–20 percent  100 ! 3 ! 300 ! #     3,370   89   38,060   14  
21–50 percent  260   5   660 ! #     5,210   92   116,280   30  
More than 50 percent  380   6   3,190 ! 1 !   5,700   93   160,200   44  
                                   
Percent of students
below 15th percentile on
standardized tests 
                                 
0–5 percent  220   5         4,130   88   66,870   22  
6–15 percent  240   4   480 ! #     5,980   92   129,540   31  
More than 15 percent  280   6         4,170   95   118,130   39  
                                   
Percent of students likely
to attend college 
                                 
0–35 percent  230   5         4,070   94   110,530   43  
36–60 percent  260   5   980 ! #     4,730   94   114,200   34  
More than 60 percent  250   4   730 ! #     5,490   89   89,800   21  
                                   
Percent of students who
consider academic
achievement important 
                                 
0–25 percent  150 ! 10 !       1,310   92   50,340   57  
26–50 percent  120 ! 3 ! 170 ! #     3,630   94   80,240   35  
51–75 percent  210   5   510 ! #     4,430   94   95,540   32  
More than 75 percent  270   5   1,130 ! #     4,920   88   88,420   22  
                                   
Percent male enrollment                                   
0–44 percent            800   86   22,320 ! 43 !
45–55 percent  610   5   2,470 ! #     12,350   92   267,580   30  
More than 55 percent  100 ! 8 !       1,140   93   24,640   39  
                                   
Student-to-FTE ratio7                                   
Less than 12 students  330   4         6,710   90   121,610   30  
12–16 students  260   4   390 ! #     5,530   94   136,650   33  
More than 16 students  150   7         2,040   93   56,270   29  
                                   
Number of classroom
changes8 
                                 
0–3 changes            480   79   13,150 ! 42  
4–6 changes  320   6   860 ! #     5,430   93   131,000   32  
More than 6 changes  370   4   3,170 ! 1 !   8,370   92   170,390   30  
                                   
Regular use of law
enforcement9 
                                 
Regular use  530   5   3,590 ! #     9,300   94   248,430   34  
No regular use  220   4   550 ! #     4,980   88   66,110   23  
                                   
Number of serious
discipline problems10 
                                 
No problems  160 ! 2 ! 390 ! #     6,180   87   102,090   24  
1 problem  250   6   1,010 ! #     3,800   94   59,670   24  
2 problems  110 ! 6 !       1,820   96   54,930   42  
3 or more problems  220   9         2,490   98   97,850   50  
                                   
Transfers as a percentage
of enrollment11 
                                 
Less than 6 percent            2,680   90   38,280   18  
6 to less than
11 percent 
120 ! 4 ! 360 ! #     2,570   86   35,330   21  
11 to less than
21 percent 
320   6   660   #     4,610   93   96,220   29  
21 percent or more  290   6         4,430   96   144,710   48  
                                   
Prevalence of schoolwide
disruptions12 
                                 
No disruptions  590   4   1,300   #     12,910   91   276,400   30  
Any disruptions  160 ! 11         1,380   97   38,130   37  
                                   
Percent of students
absent on a daily basis 
                                 
0–2 percent    7 !       780   89   10,190   19  
3–5 percent  310   4   840 ! #     7,960   92   140,680   25  
6–10 percent  300   6   3,120 ! 1 !   4,800   91   125,630   38  
More than 10 percent  70 ! 9 ! 100 ! #     740   98   38,040   63  
# 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 Rape was defined for respondents as "forced sexual intercourse (vaginal, anal, or oral penetration). Includes penetration from a foreign object."
2 Sexual battery was defined for respondents as an "incident that includes threatened rape, fondling, indecent liberties, child molestation, or sodomy. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)."
3 Physical attack or fight was defined for respondents as an "actual and intentional touching or striking of another person against his or her will, or the intentional causing of bodily harm to an individual."
4 Weapon was defined for respondents as "any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others."
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