Table 4. Number and percentage of public middle schools reporting threats of physical attack and robbery with the number of incidents reported, by selected school characteristics: 1999

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Table 4. Number and percentage of public middle schools reporting threats of physical attack and robbery with the number of incidents reported, by selected school characteristics: 1999–2000

School characteristic	Threat of attack with a weapon¹			Threat of attack without a weapon¹			Robbery² with a weapon¹			Robbery² without a weapon¹
School characteristic	Num- ber of schools	Per- cent of schools	Num- ber of incidents	Num- ber of schools	Per- cent of schools	Num- ber of incidents	Num- ber of schools	Per- cent of schools	Num- ber of incidents	Num- ber of schools	Per- cent of schools	Num- ber of incidents
All public middle schools	2,571	17	6,552	10,229	67	175,615	70	#	83	1,255	8	6,474

Enrollment size
Less than 300	342	13	822	1,277	47	13,769	‡	‡	‡	‡	‡	‡
300–499	433	13	841	2,119	63	23,330	#	#	#	222	7	953
500–999	1,403	19	3,720	5,424	75	111,892	‡	‡	‡	703	10	3,079
1,000 or more	393	20	1,170	1,409	74	26,624	‡	‡	‡	252	13	1,804

Urbanicity
City	633	19	2,245	2,501	74	51,793	35	1	48	370	11	1,984
Urban fringe	994	18	2,490	3,575	67	75,605	#	#	#	504	9	3,105
Town	338	14	684	1,802	73	22,456	#	#	#	99	4	360
Rural	606	15	1,133	2,351	58	25,762	‡	‡	‡	282	7	1,025

Crime level where students live³
High	259	34	1,250	637	89	18,610	‡	‡	‡	142	19	911
Moderate	334	13	1,301	1,746	68	39,382	‡	‡	‡	202	8	926
Low	1,528	16	2,945	6,277	64	77,104	‡	‡	‡	619	6	2,660
Mixed	450	22	1,056	1,519	74	40,368	#	#	#	292	14	1,976

Percent minority enrollment³
0–5 percent	708	16	1,398	2,604	60	24,379	#	#	#	209	5	692
6–20 percent	700	18	1,932	2,799	72	41,717	#	#	#	189	5	1,030
21–50 percent	450	13	1,271	2,471	71	50,545	‡	‡	‡	347	10	1,863
More than 50 percent	699	20	1,937	2,241	66	55,289	60	2	73	467	14	2,460

Percent of students eligible for free/reduced-price lunch
0–20 percent	813	17	1,869	2,806	61	30,818	#	#	#	192	4	563
21–50 percent	1,060	17	2,317	4,446	70	88,195	‡	‡	‡	542	9	3,170
More than 50 percent	699	16	2,366	2,977	69	56,602	‡	‡	‡	521	12	2,741

Percent of students below 15^th percentile on standardized tests
0–5 percent	544	13	1,393	2,642	63	34,508	‡	‡	‡	219	5	1,365
6–15 percent	1,318	20	3,114	4,533	68	71,771	#	#	#	513	8	2,203
More than 15 percent	709	16	2,044	3,055	69	69,336	‡	‡	‡	523	12	2,906

Percent of students likely to attend college
0–35 percent	721	17	2,420	3,167	73	60,951	‡	‡	‡	483	11	2,370
36–60 percent	817	14	2,099	3,752	67	55,829	‡	‡	‡	503	9	2,857
More than 60 percent	1,034	19	2,032	3,310	62	58,836	‡	‡	‡	269	5	1,246

Percent of students who consider academic achievement important
0–25 percent	286	17	1,052	1,198	73	21,697	#	#	#	127	8	797
26–50 percent	647	20	2,098	2,448	74	56,963	‡	‡	‡	346	10	2,566
51–75 percent	917	18	1,874	3,431	66	52,093	‡	‡	‡	535	10	2,134
More than 75 percent	721	14	1,527	3,153	61	44,863	‡	‡	‡	247	5	976

Percent male enrollment
0–44 percent	250	12	1,097	1,180	57	17,798	‡	‡	‡	157	8	1,401
45–55 percent	1,985	17	5,003	8,236	69	149,418	57	#	70	1,021	9	4,692
More than 55 percent	337	25	452	813	62	8,400	#	#	#	76	6	381

Student/teacher ratio³,⁴
Less than 12	859	18	1,612	2,953	64	44,815	‡	‡	‡	193	4	1,184
12–16	789	14	1,775	3,939	70	66,178	‡	‡	‡	381	7	2,105
More than 16	860	20	3,101	2,851	67	50,808	‡	‡	‡	539	13	2,375

Number of classroom changes³
0–3 changes	84	9	100	458	47	6,068	‡	‡	‡	47	5	159
4–6 changes	869	16	2,257	3,594	66	65,565	‡	‡	‡	580	11	2,732
More than 6 changes	1,266	18	3,032	5,040	71	88,655	‡	‡	‡	503	7	2,990

Use of paid law enforcement⁵
Regular use	1,854	18	4,825	7,582	73	140,977	70	1	83	1,221	12	6,426
No regular use	717	15	1,727	2,648	55	34,639	#	#	#	‡	‡	‡

Number of serious discipline problems⁶
No problems	510	9	1,297	2,976	54	25,957	#	#	#	209	4	1,143
1 problem	608	16	1,286	2,371	64	35,689	#	#	#	229	6	1,159
2 problems	526	23	1,474	1,601	70	31,245	‡	‡	‡	308	13	1,181
3 or more problems	927	24	2,495	3,282	87	82,724	‡	‡	‡	508	13	2,991

Transfers as percentage of enrollment³,⁷
0 to 6 percent	568	15	929	2,297	60	27,939	#	#	#	209	5	1,114
6 to 11 percent	572	17	1,359	2,434	72	28,802	‡	‡	‡	409	12	1,621
11 to 21 percent	792	21	2,300	2,586	70	51,635	‡	‡	‡	231	6	1,065
21 percent or more	559	14	1,491	2,604	66	62,466	‡	‡	‡	308	8	2,048

Prevalence of schoolwide disruptions³,⁸
No disruptions	1,778	15	3,849	7,847	66	128,198	70	1	83	658	6	3,101
Any disruptions	582	23	2,096	1,851	76	40,711	#	#	#	533	21	3,042

Percent of students absent without excuses
None	438	16	1,180	1,790	65	25,354	#	#	#	98	4	326
1–2 percent	972	15	2,177	4,072	65	61,690	‡	‡	‡	426	7	1,994
3–5 percent	705	18	1,449	2,485	69	41,748	‡	‡	‡	394	11	1,604
6–10 percent	367	17	1,544	1,476	72	30,676	‡	‡	‡	245	12	1,288
More than 10 percent	89	17	201	407	80	16,148	#	#	#	92	17	1,262
# Rounds to zero.
‡ Reporting standards not met.
¹ Weapon was defined for respondents as, "any instrument or object used with the intent to threaten, injure, or kill. Includes look-alikes if they are used to threaten others."
² Robbery was defined for respondents as, "the taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or battery."
³ Some schools are omitted from these categories because of missing data on their school characteristics. For this reason, the detailed results do not sum to the totals. See appendix J of 2000 School Survey on Crime and Safety (SSOCS) Detailed Data Documentation (NCES 2004-307) for further information.
⁴ Student/teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time equivalent teachers. The total number of full-time equivalent teachers is a combination of the full-time and part-time teachers, including special education teachers, with an adjustment to compensate for the part-time status.
⁵ Schools were included as regularly using paid law enforcement if they reported the use of paid law enforcement during any of the following times: at any time during school hours, while students were arriving or leaving, at selected school activities (e.g., athletic and social events, open houses, science fairs), or at any other time that the respondent specified.
⁶ Serious discipline problems is a count of discipline problems reported by principals. These discipline problems include student racial tensions, student bullying, student verbal abuse of teachers, widespread disorder in classrooms, and student acts of disrespect for teachers. If a principal 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. Undesirable gang activities and undesirable cult or extremist group activities were also counted once as a problem if the principal reported that these events occurred at all in their school.
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 bomb threats or anthrax threats. Respondents were instructed to exclude all fire alarms, including false alarms.
NOTE: Detail may not sum to totals because of rounding. "At school/at your school" was defined for respondents as including activities happening in school buildings, on school grounds, on school buses, and at places that are holding school-sponsored events or activities. Respondents were instructed to, unless the survey specified otherwise, only respond for those times that were during normal school hours or when school activities/events were in session. 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, School Survey on Crime and Safety (SSOCS), 2000.

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