Skip Navigation
small NCES header image

Table 22.  Percentage of public middle schools reporting the use of selected violence prevention program components, by selected school characteristics: School year 2005–06
  Percentage of schools using selected violence prevention program components 
School characteristic Pre-
vention curri-
culum, instruc-
tion, or train-
ing for students1
  Behav-
ioral or behavior modi-
fication inter-
vention for stu-
dents
  Counsel-
ing, social work, psycho-
logical, or therapeutic activity for students
  Individual attention, mentoring, tutoring, or coach-
ing of students by stu-
dents or adults
  Recrea-
tional, enrich-
ment, or leisure activities for students
  Students’ involvement in resolving student conduct problems2   Programs to promote a sense of com-
munity or social inte-
gration among students
  Hotline or tipline for stu-
dents to report problems
 
All public schools  88   90   95   92   87   58   81   37  
                                 
Enrollment size                                 
Less than 300  82   81   92   89   78   43   76   29  
300–499  88   90   96   89   86   52   81   36  
500–999  89   92   97   94   90   61   82   37  
1,000 or more  92   93   95   94   90   76   81   47  
                                 
Urbanicity                                 
City  89   94   97   95   93   65   83   46  
Urban fringe  89   90   96   93   87   63   83   36  
Town  85   94   93   87   89   48   81   32  
Rural  87   85   94   90   82   52   76   33  
                                 
Crime level where students live3                                 
High  83   88   100   91   84   64   79   44  
Moderate  90   95   98   92   85   65   81   42  
Low  87   87   94   91   87   54   80   33  
Mixed  91   95   97   95   92   63   84   41  
                                 
Percent minority enrollment4                                 
Less than 5 percent  84   86   93   93   86   47   78   27  
5 to less than 20 percent  88   89   94   90   87   58   81   35  
20 to less than 50 percent  91   91   96   92   87   61   83   45  
50 percent or more  87   92   98   92   88   64   80   39  
                                 
Percent of students
eligible for free or
reduced-price lunch 
                               
0–20 percent  89   88   94   92   85   61   80   35  
21–50 percent  88   89   95   92   90   58   82   37  
More than 50 percent  87   92   97   92   85   58   80   38  
                                 
Percent of students below 15th
percentile on standardized tests 
                               
0–5 percent  88   92   95   89   90   59   88   36  
6–15 percent  90   88   95   93   88   56   77   36  
More than 15 percent  86   91   96   92   82   62   79   39  
                                 
Percent of students likely
to attend college 
                               
0–35 percent  89   89   95   93   85   56   78   39  
36–60 percent  87   89   95   90   85   58   79   37  
More than 60 percent  88   92   96   93   90   60   84   36  
                                 
Percent of students who consider
academic achievement important 
                               
0–25 percent  93   85   100   91   86   59   66   33  
26–50 percent  84   88   94   89   82   54   79   39  
51–75 percent  88   90   95   93   88   58   80   38  
More than 75 percent  90   92   96   93   91   61   86   36  
                                 
Percent male enrollment                                 
0–44 percent  86   90   97   96   81   60   75   39  
45–55 percent  88   90   95   92   88   58   82   37  
More than 55 percent  90   89   97   88   85   57   76   32  
                                 
Student-to-FTE ratio5                                 
Less than 12 students  88   89   95   92   86   55   80   35  
12–16 students  88   90   97   92   87   61   80   40  
More than 16 students  91   94   92   90   89   62   85   36  
                                 
Number of classroom changes6                                 
0–3 changes  79   88   100   86   81   45   78   23 !
4–6 changes  90   91   97   93   86   64   81   39  
More than 6 changes  88   89   94   91   88   55   81   37  
                                 
Regular use of law enforcement7                                 
Regular use  89   91   96   93   89   64   81   42  
No regular use  86   88   94   89   84   48   80   28  
                                 
Number of serious
discipline problems8 
                               
No problems  86   88   95   90   85   57   80   35  
1 problem  92   91   97   93   88   60   82   37  
2 problems  88   92   94   94   92   58   84   37  
3 or more problems  89   91   97   95   87   60   79   43  
                                 
Transfers as a percentage
of enrollment9 
                               
Less than 6 percent  89   89   95   92   89   55   84   30  
6 to less than 11 percent  87   90   94   94   88   57   84   34  
11 to less than 21 percent  89   92   97   91   88   60   81   37  
21 percent or more  87   88   95   91   83   60   77   44  
                                 
Prevalence of schoolwide
disruptions10 
                               
No disruptions  88   90   95   92   87   58   81   38  
Any disruptions  89   93   96   94   86   66   80   30  
                                 
Percent of students
absent on a daily basis 
                               
0–2 percent  86   84   95   87   83   46   80   37  
3–5 percent  91   90   95   91   87   57   83   36  
6–10 percent  84   90   95   93   87   61   77   38  
More than 10 percent  91   93   99   96   89   72   83   37  
                                 
Prevalence of violent incidents11                                 
No violent incidents  91   95   93   92   83   54   77   24  
Any violent incidents  88   90   96   92   87   59   81   38  
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
1 For example, social skills training.
2 For example, conflict resolution, peer mediation, or student court.
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 full-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.
11 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: Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school. Detail may not sum to totals, because schools may have reported using more than one of these violence prevention program components. 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.


Would you like to help us improve our products and website by taking a short survey?

YES, I would like to take the survey

or

No Thanks

The survey consists of a few short questions and takes less than one minute to complete.
National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education