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Table 7.  Number and percentage of public middle schools reporting disruptions at school from death threats, bomb threats, or chemical, biological, or radiological threats, the number of incidents reported, and the rate of disruptions per 1,000 students, by selected school characteristics: School year 2005–06

  Disruptions from death threats, bomb threats, or chemical, biological, or radiological threats
School characteristic  Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students
All public schools  1,430   9   2,540   #
               
Enrollment size               
Less than 300       
300–499  300   9   560 ! #
500–999  780   11   1,490   #
1,000 or more  300   13   390   #
               
Urbanicity               
City  410   11   740 ! #
Urban fringe  700   12   1,270   #
Town  190 ! 10 ! 280 ! #
Rural  130 ! 3 ! 250 !
               
Crime level where
students live1 
             
High  220   19   540 ! 1
Moderate  360   12   420   #
Low  640   7   1,160   #
Mixed  190   7   420 ! #
               
Percent minority
enrollment2 
             
Less than 5 percent  100 ! 4 ! 170 ! #
5 to less than 20 percent  420   10   730   #
20 to less than 50 percent  290   8   480 ! #
50 percent or more  600   13   1,070   #
               
Percent of students
eligible for free or
reduced-price lunch 
             
0–20 percent  290   8   450   #
21–50 percent  450   8   920   #
More than 50 percent  690   11   1,170   #
               
Percent of students
below 15th percentile on
standardized tests 
             
0–5 percent  350   8   710 ! #
6–15 percent  550   8   890   #
More than 15 percent  530   12   940 ! #
               
Percent of students likely
to attend college 
             
0–35 percent  410   10   890 ! #
36–60 percent  550   11   910   #
More than 60 percent  460   7   730   #
               
Percent of students who
consider academic
achievement important 
             
0–25 percent  190   14   230 ! #
26–50 percent  320   8   660   #
51–75 percent  480   10   880 ! #
More than 75 percent  430   8   760   #
               
Percent male enrollment               
0–44 percent  90 ! 10 !  
45–55 percent  1,260   9   2,080   #
More than 55 percent  80 ! 6 !  
               
Student-to-FTE ratio3               
Less than 12 students  760   10   1,470   #
12–16 students  540   9   910   #
More than 16 students  120 ! 6 ! 160 ! #
               
Number of classroom
changes4 
             
0–3 changes  #   #   #   #
4–6 changes  590   10   950   #
More than 6 changes  840   9   1,580   #
               
Regular use of law
enforcement5 
             
Regular use  1,070   11   1,880   #
No regular use  360   6   660   #
               
Number of serious
discipline problems6 
             
No problems  430   6   830   #
1 problem  350   9   450   #
2 problems  310   16   490   #
3 or more problems  330   13   760 ! #
               
Transfers as a percentage
of enrollment7 
             
Less than 6 percent  220 ! 7 ! 350 ! #
6 to less than 11 percent  210   7   350 ! #
11 to less than 21 percent  450   9   810 ! #
21 percent or more  540   12   1,030   #
               
Percent of students
absent on a daily basis 
             
0–2 percent       
3–5 percent  670   8   1,210   #
6–10 percent  640   12   920   #
More than 10 percent  70 ! 9 !  
               
Prevalence of violent incidents8               
No violent incidents  #   #   #   #
Any violent incidents  1,430   10   2,540   #
# 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 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."
2 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
3 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.
4 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
5 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?"
6 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.
7 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.
8 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.
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