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Table 6.  Number and percentage of public middle schools reporting at least one incident of the distribution, possession, or use of illegal drugs or alcohol at school, or of vandalism at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2005–06

  Distribution, possession, or use of illegal drugs    Distribution, possession, or use of alcohol    Vandalism1   
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   Num-
ber of schools
  Per-
cent of schools
  Num-
ber of incidents
  Rate per 1,000 students  
All public schools  7,590   49   26,750   3   3,300   21   6,650   1   10,460   67   57,510   6  
                                                 
Enrollment size                                                 
Less than 300  830   29   3,430 ! 4 ! 250 ! 9     1 ! 1,600   56   6,480   8  
300–499  1,030   33   2,450   2   510   16   790   1   1,850   59   7,540   6  
500–999  4,160   58   13,380   3   1,770   25   3,510   1   5,050   70   27,750   5  
1,000 or more  1,560   65   7,500   3   770   32   1,680   1   1,960   82   15,750   5  
                                                 
Urbanicity                                                 
City  2,230   62   9,730   3   890   25   1,910   1   2,730   76   19,930   7  
Urban fringe  2,740   48   9,610   2   1,330   23   2,780   1   4,020   70   21,660   5  
Town  850   43   2,340   2   370   19   630   1   1,140   58   4,470   4  
Rural  1,770   42   5,070   3   710   17   1,330   1   2,570   61   11,450   6  
                                                 
Crime level where
students live2 
                                               
High  670   57   2,570   3   240   21   460 ! 1   880   74   6,900   9  
Moderate  1,830   61   8,520   4   840   28   1,870   1   2,260   75   15,050   7  
Low  3,630   42   10,130   2   1,540   18   3,070   1   5,440   62   24,880   5  
Mixed  1,450   55   5,530   3   660   25   1,250   1   1,880   71   10,680   6  
                                                 
Percent minority
enrollment3 
                                               
Less than 5 percent  890   33   2,500   2   420   15   840   1   1,690   62   6,470   5  
5 to less than 20 percent  1,730   43   5,070   2   690   17   1,440   1   2,630   65   13,760   5  
20 to less than 50 percent  2,030   55   6,840   3   950   25   1,770   1   2,570   69   13,010   5  
50 percent or more  2,710   58   11,540   3   1,160   25   2,480   1   3,280   71   23,090   7  
                                                 
Percent of students
eligible for free or
reduced-price lunch 
                                               
0–20 percent  1,320   35   3,320   1   640   17   1,170   #   2,360   62   10,530   4  
21–50 percent  3,020   53   11,070   3   1,440   25   3,010   1   4,000   70   20,900   5  
More than 50 percent  3,250   53   12,360   3   1,210   20   2,460   1   4,100   67   26,070   7  
                                                 
Percent of students
below 15th percentile on
standardized tests 
                                               
0–5 percent  1,630   35   4,300   1   820   18   1,480   #   2,880   62   13,640   5  
6–15 percent  3,330   51   12,020   3   1,310   20   2,700   1   4,460   69   23,000   6  
More than 15 percent  2,640   60   10,430   3   1,170   27   2,460   1   3,120   71   20,870   7  
                                                 
Percent of students likely
to attend college 
                                               
0–35 percent  2,280   53   8,780   3   1,050   24   2,200   1   2,950   68   20,250   8  
36–60 percent  3,000   60   11,040   3   1,090   22   2,100   1   3,480   69   19,410   6  
More than 60 percent  2,310   37   6,930   2   1,160   19   2,350   1   4,030   65   17,860   4  
                                                 
Percent of students who
consider academic
achievement important 
                                        16,440      
0–25 percent  880   62   3,890 ! 4   310   22   820 ! 1 ! 970   68   20,200   6  
26–50 percent  2,090   54   7,130   3   920   24   1,620   1   2,730   71   15,550   7  
51–75 percent  2,340   50   8,280   3   1,040   22   2,060   1   3,090   66       7  
More than 75 percent  2,270   41   7,450   2   1,030   18   2,140   1   3,670   66       4  
                                                 
Percent male enrollment                                                 
0–44 percent  370   39     5 ! 190   21     1 ! 540   58   3,300   6  
45–55 percent  6,760   50   22,340   2   2,920   22   5,650   1   9,060   68   49,560   6  
More than 55 percent  470   38   2,010   3   180   15   320 ! 1 ! 860   70   4,660   7  
                                                 
Student-to-FTE ratio4                                                 
Less than 12 students  3,370   45   9,930   2   1,190   16   2,180   1   4,770   64   21,140   5  
12–16 students  3,060   52   12,210   3   1,550   26   3,390   1   4,130   70   24,670   6  
More than 16 students  1,160   53   4,610   2   560   25   1,080   1   1,560   71   11,700   6  
                                                 
Number of classroom
changes5 
                                               
0–3 changes  130 ! 22 ! 410 ! 1 !         380   61   3,020 ! 10 !
4–6 changes  2,970   51   10,900   3   1,370   23   2,950   1   4,000   69   23,040   6  
More than 6 changes  4,490   49   15,450   3   1,890   21   3,620   1   6,090   67   31,440   5  
                                                 
Regular use of law
enforcement6 
                                               
Regular use  5,670   57   21,850   3   2,440   25   5,120   1   6,990   71   39,830   5  
No regular use  1,920   34   4,900   2   850   15   1,520   1   3,470   62   17,680   6  
                                                 
Number of serious
discipline problems7 
                                               
No problems  2,870   40   10,110   2   1,070   15   2,290   1   4,020   57   18,790   4  
1 problem  1,940   48   5,740   2   870   22   1,510   1   2,760   69   15,380   6  
2 problems  1,070   57   4,460   3   520   28   1,160   1   1,580   83   9,480   7  
3 or more problems  1,710   67   6,440   3   840   33   1,680   1   2,100   83   13,870   7  
                                                 
Transfers as a percentage
of enrollment8 
                                               
Less than 6 percent  1,070   36   4,290 ! 2   600   20   1,250   1   1,950   65   8,780   4  
6 to less than 11 percent  1,270   43   3,380   2   460   16   1,110   1   1,840   62   8,930   5  
11 to less than 21 percent  2,440   49   7,550   2   1,060   21   1,890   1   3,320   67   20,240   6  
21 percent or more  2,820   61   11,540   4   1,170   25   2,390   1   3,350   72   19,550   6  
                                                 
Prevalence of schoolwide
disruptions9 
                                               
No disruptions  6,690   47   23,900   3   2,890   20   5,800   1   9,320   66   51,370   6  
Any disruptions  900   63   2,850   3   410   29   850   1   1,140   80   6,140   6  
                                                 
Percent of students
absent on a daily basis 
                                               
0–2 percent  260   30   750   1   190   21   280   1   550   63   2,000   4  
3–5 percent  4,080   47   12,930   2   1,590   19   3,190   1   5,580   65   28,410   5  
6–10 percent  2,760   52   9,880   3   1,330   25   2,500   1   3,830   72   23,480   7  
More than 10 percent  480   64   3,190 ! 5 ! 190 ! 25     1 ! 500   66   3,630   6  
# 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 Vandalism was defined for respondents as "the willful damage or destruction of school property including bombing, arson, graffiti, and other acts that cause property damage. This includes damage caused by computer hacking."
2 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."
3 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
4 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.
5 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
6 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?"
7 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.
8 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.
9 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. Data regarding illegal drugs and alcohol are categorized slightly differently in 2006 than they were in previous collections in the SSOCS series; therefore, direct comparisons between the years should not be made. 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