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Table 4.  Number and percentage of public middle schools reporting student threats of physical attack and incidents of robbery that occurred at school, the number of incidents, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2005–06—Continued (Return to Table 4)

  Robbery with a weapon1,2    Robbery without a weapon1,2 
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  70 ! #       1,410   9   7,220   1  
                                 
Enrollment size                                 
Less than 300  #   #   #   #   210 ! 7 ! 910 ! 1 !
300–499  #   #   #   #   240   7   1,400 ! 1 !
500–999          550   8   2,800   1  
1,000 or more          420   18   2,110 ! 1 !
                                 
Urbanicity                                 
City  70 ! 2 !     500   14   3,400   1  
Urban fringe  #   #   #   #   450   8   2,140   #  
Town  #   #   #   #   130 ! 7 ! 480 ! #  
Rural  #   #   #   #   320   8   1,200 ! 1 !
                                 
Crime level where
students live3 
                               
High          300   25   2,300 ! 3 !
Moderate          410   14   1,780   1  
Low          530   6   2,170   #  
Mixed          180   7   970 ! 1 !
                                 
Percent minority
enrollment4 
                               
Less than 5 percent  #   #   #   #   180 ! 7 ! 810 ! 1 !
5 to less than
20 percent 
#   #   #   #   200   5   1,380 ! 1 !
20 to less than
50 percent 
        290   8   1,040 ! #  
50 percent or more          700   15   3,870   1  
                                 
Percent of students
eligible for free or
reduced-price lunch 
                               
0–20 percent  #   #   #   #   230   6   780 ! #  
21–50 percent          400   7   1,850   #  
More than 50 percent          780   13   4,590   1  
                                 
Percent of students
below 15th percentile on
standardized tests 
                               
0–5 percent          240   5   1,020 ! #  
6–15 percent          600   9   2,580   1  
More than 15 percent          570   13   3,620   1  
                                 
Percent of students likely
to attend college 
                               
0–35 percent          580   13   3,330   1  
36–60 percent          470   9   2,160   1  
More than 60 percent          370   6   1,720   #  
                                 
Percent of students who
consider academic
achievement important 
                               
0–25 percent          250   18   1,640 ! 2 !
26–50 percent          480   12   1,950   1  
51–75 percent          390   8   2,410 ! 1 !
More than 75 percent          290   5   1,210 ! #  
                                 
Percent male enrollment                                 
0–44 percent  #   #   #   #          
45–55 percent  70 ! 1 !     1,300   10   6,170   1  
More than 55 percent  #   #   #   #          
                                 
Student-to-FTE ratio5                                 
Less than 12 students          650   9   3,590   1  
12–16 students          560   9   3,030   1  
More than 16 students          200   9   600   #  
                                 
Number of classroom
changes6 
                               
0–3 changes  #   #   #   #          
4–6 changes          520   9   2,120   1  
More than 6 changes          870   10   5,030   1  
                                 
Regular use of law
enforcement7 
                               
Regular use  70 ! 1 !     1,060   11   4,900   1  
No regular use  #   #   #   #   340   6   2,320 ! 1 !
                                 
Number of serious
discipline problems8 
                               
No problems          430   6   1,330   #  
1 problem  #   #   #   #   370   9   1,490   1  
2 problems          210 ! 11   1,300 ! 1 !
3 or more problems          400   16   3,100   2  
                                 
Transfers as a percentage
of enrollment9 
                               
Less than 6 percent  #   #   #   #   320   11   1,370 ! 1  
6 to less than
11 percent 
#   #   #   #   140 ! 5 ! 740 ! #  
11 to less than
21 percent 
        460   9   2,410 ! 1 !
21 percent or more          480   10   2,700 ! 1 !
                                 
Prevalence of schoolwide
disruptions10 
                               
No disruptions  50 ! #       1,150   8   5,640   1  
Any disruptions          250   18   1,580 ! 2 !
                                 
Percent of students
absent on a daily basis 
                               
0–2 percent            7 !    
3–5 percent  #   #   #   #   550   6   2,240   #  
6–10 percent          630   12   3,570   1  
More than 10 percent          170 ! 23   940 ! 2 !
# 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 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."
2 Robbery was defined for respondents as "the taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or battery."
3 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."
4 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
5 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 time and part-time teachers and aides, including special education teachers and aides, with an adjustment to compensate for the part-time status.
6 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
7 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?"
8 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.
9 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.
10 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