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Table 31.  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 non-school-level factors, by selected school characteristics: School year 2005–06
 
School characteristic Inadequate funds  Fear of district or state reprisal  Federal, state, or district policies on disciplining special education students1  Other federal policies on discipline and safety  Other state or district policies on discipline and safety  
All public schools  59   16   54   30   30  
                     
Enrollment size                     
Less than 300  55   18   50   35   34  
300–499  66   16   52   28   26  
500–999  58   16   57   27   29  
1,000 or more  59   17   57   32   32  
                     
Urbanicity                     
City  66   19   60   36   40  
Urban fringe  57   15   49   26   26  
Town  71   22   64   33   31  
Rural  51   13   53   28   27  
                     
Crime level where students live2                     
High  71   34   61   45   48  
Moderate  66   18   57   36   36  
Low  54   14   49   25   25  
Mixed  66   14   65   32   33  
                     
Percent minority enrollment3                     
Less than 5 percent  50   13   46   27   26  
5 to less than 20 percent  57   11   51   25   25  
20 to less than 50 percent  64   13   62   31   30  
50 percent or more  63   24   55   34   36  
                     
Percent of students
eligible for free or
reduced-price lunch 
                   
0–20 percent  48   9   40   21   20  
21–50 percent  61   17   58   30   29  
More than 50 percent  65   20   60   35   37  
                     
Percent of students below 15th
percentile on standardized tests 
                   
0–5 percent  50   15   45   22   21  
6–15 percent  65   15   58   33   32  
More than 15 percent  61   20   59   32   36  
                     
Percent of students likely
to attend college 
                   
0–35 percent  66   19   60   36   36  
36–60 percent  61   19   59   32   34  
More than 60 percent  54   13   47   23   22  
                     
Percent of students who consider
academic achievement important 
                   
0–25 percent  71   17   66   37   37  
26–50 percent  67   25   64   39   41  
51–75 percent  58   14   55   29   30  
More than 75 percent  52   12   45   22   20  
                     
Percent male enrollment                     
0–44 percent  70   28   58   36   41  
45–55 percent  59   15   55   29   29  
More than 55 percent  53   23   50   30   30  
                     
Student-to-FTE ratio4                     
Less than 12 students  55   17   49   28   27  
12–16 students  64   17   59   32   33  
More than 16 students  60   14   59   28   31  
                     
Number of classroom changes5                     
0–3 changes  52   16 ! 51   27 ! 30 !
4–6 changes  61   16   57   30   30  
More than 6 changes  59   17   53   30   30  
                     
Regular use of law enforcement6                     
Regular use  63   18   57   32   32  
No regular use  52   13   50   25   25  
                     
Number of serious
discipline problems7 
                   
No problems  50   12   44   21   20  
1 problem  61   15   56   32   31  
2 problems  64   21   60   42   43  
3 or more problems  79   26   77   41   45  
                     
Transfers as a percentage
of enrollment8 
                   
Less than 6 percent  54   20   47   30   28  
6 to less than 11 percent  58   12   54   26   25  
11 to less than 21 percent  59   16   52   28   28  
21 percent or more  64   17   62   34   36  
                     
Prevalence of schoolwide
disruptions9 
                   
No disruptions  58   15   53   28   28  
Any disruptions  74   31   67   46   46  
                     
Percent of students
absent on a daily basis 
                   
0–2 percent  50   17   46   21   24  
3–5 percent  58   14   53   29   28  
6–10 percent  62   16   55   30   31  
More than 10 percent  68   35   72   46   48  
                     
Prevalence of violent incidents10                     
No violent incidents  32     22   13 ! 11 !
Any violent incidents  61   17   56   31   31  
! 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 A special education student was defined for respondents as "a child with a disability, defined as mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities, and who needs special education and related services and receives these under the Individuals with Disabilities Education Act (IDEA)."
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.
10 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