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Table 30.  Percentage of public middle schools reporting that their efforts to reduce or prevent crime at school were limited in a major or minor way due to specified school-level factors, by selected school characteristics: School year 2005–06
 
School characteristic Lack of or inadequate teacher training in classroom management  Lack of or inadequate alternative placements or programs for disruptive students  Likelihood of complaints from parents  Lack of teacher support for school policies  Lack of parental support for school policies  Teachers’ fear of student retaliation  Fear of litigation  Inconsistent application of school policies by faculty or staff
All public schools  42   61   31   23   46   17   29   48  
                                 
Enrollment size                                 
Less than 300  39   49   32   23   50   19   30   49  
300–499  41   61   31   21   48   21   33   44  
500–999  42   63   29   22   43   15   26   48  
1,000 or more  50   67   39   29   51   19   30   53  
                                 
Urbanicity                                 
City  56   74   35   31   54   22   33   59  
Urban fringe  39   61   28   21   42   14   27   45  
Town  40   63   34   22   51   21   32   52  
Rural  36   48   32   19   44   16   27   42  
                                 
Crime level where students live1                                 
High  77   84   39   42   63   37   41   63  
Moderate  52   65   34   29   57   20   32   55  
Low  33   55   28   18   39   15   27   42  
Mixed  44   64   35   23   51   14   25   55  
                                 
Percent minority enrollment2                                 
Less than 5 percent  32   51   29   17   39   14   21   37  
5 to less than 20 percent  34   58   30   15   42   13   29   42  
20 to less than 50 percent  41   63   28   23   41   15   32   47  
50 percent or more  58   65   37   33   58   25   29   60  
                                 
Percent of students
eligible for free or
reduced-price lunch 
                               
0–20 percent  24   50   27   14   30   10   24   36  
21–50 percent  41   62   30   20   46   14   28   46  
More than 50 percent  55   65   36   31   57   25   32   58  
                                 
Percent of students below 15th
percentile on standardized tests 
                               
0–5 percent  35   51   26   18   38   13   26   43  
6–15 percent  43   63   33   23   47   19   31   48  
More than 15 percent  50   67   35   28   54   20   29   54  
                                 
Percent of students likely
to attend college 
                               
0–35 percent  54   69   37   29   57   23   33   58  
36–60 percent  44   64   34   24   47   18   29   47  
More than 60 percent  33   52   25   18   39   13   25   43  
                                 
Percent of students who consider
academic achievement important 
                               
0–25 percent  61   70   41   38   69   24   38   70  
26–50 percent  53   69   42   31   55   27   36   54  
51–75 percent  41   62   29   20   45   16   27   47  
More than 75 percent  32   52   23   16   36   10   23   39  
                                 
Percent male enrollment                                 
0–44 percent  41   52   37   28   55   23   41   65  
45–55 percent  42   61   30   22   46   17   27   47  
More than 55 percent  45   59   38   27   46   17   40   47  
                                 
Student-to-FTE ratio3                                 
Less than 12 students  40   55   31   25   46   19   28   49  
12–16 students  43   64   33   20   45   17   32   46  
More than 16 students  48   69   31   25   51   14   24   51  
                                 
Number of classroom changes4                                 
0–3 changes  59   63   27 ! 36   48   14 ! 21 ! 36 !
4–6 changes  43   65   30   25   46   17   27   48  
More than 6 changes  41   58   33   21   46   18   31   50  
                                 
Regular use of law enforcement5                                 
Regular use  46   65   33   26   51   19   31   52  
No regular use  36   54   28   18   38   15   26   42  
                                 
Number of serious
discipline problems6 
                               
No problems  26   49   26   16   36   11   25   34  
1 problem  48   61   29   17   46   16   31   51  
2 problems  58   70   38   37   57   25   26   64  
3 or more problems  68   86   45   42   68   31   37   72  
                                 
Transfers as a percentage
of enrollment7 
                               
Less than 6 percent  37   54   34   21   42   16   29   43  
6 to less than 11 percent  34   58   27   18   39   11   29   45  
11 to less than 21 percent  41   61   32   23   48   18   29   48  
21 percent or more  52   66   32   28   52   22   29   54  
                                 
Prevalence of schoolwide
disruptions8 
                               
No disruptions  40   58   30   22   45   16   28   47  
Any disruptions  63   81   42   36   62   31   42   65  
                                 
Percent of students
absent on a daily basis 
                               
0–2 percent  34   46   26   17   42   14 ! 24   48  
3–5 percent  35   56   29   20   41   17   28   44  
6–10 percent  53   67   33   26   51   17   28   52  
More than 10 percent  62   79   53   39   78   27   49   67  
                                 
Prevalence of violent incidents9                                 
No violent incidents  13 ! 38   16 !   27 !   12 ! 10 !
Any violent incidents  44   62   32   24   48   18   30   51  
! 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 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.
9 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: Respondents were asked to rate the level of limitation in their school’s efforts to reduce or prevent crime for each factor. Survey response options included “limit in major way,” “limit in minor way,” or “does not limit." The estimates in this table represent only those schools that reported limitations in a major or minor way. 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