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

Crime and Safety Surveys

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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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