Table 17. Number and percentage distribution of students in public middle schools involved in the distribution, possession, or use of illegal drugs or alcohol at school receiving various disciplinary actions, by selected school characteristics: School year 2005

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Table 17. Number and percentage distribution of students in public middle schools involved in the distribution, possession, or use of illegal drugs or alcohol at school receiving various disciplinary actions, by selected school characteristics: School year 2005–06

	Disciplinary actions taken for students involved in the distribution, possession, or use of illegal drugs or alcohol at school
	Removals with no continuing services for at least the remainder of the school year				Transfers to specialized schools¹				Out-of-school suspensions lasting 5 or more days but less than the remainder of the school year				Other disciplinary action²
School characteristic	Number		Percent		Number		Percent		Number		Percent		Number		Percent
All public schools	2,270		6		10,490		27		17,180		45		8,540		22

Enrollment size
Less than 300	‡		‡		620	!	‡		‡		63	!	880	!	‡
300–499	370	!	11	!	660		20		1,810		55		470		14
500–999	1,190		6		5,150		26		8,850		44		4,930		25
1,000 or more	520		5		4,060		39		3,700		35		2,250		21

Urbanicity
City	650	!	5	!	3,400		25		6,230		46		3,410		25
Urban fringe	930		6		4,510		31		5,820		40		3,210		22
Town	‡		‡		660	!	19		2,000		58		560	!	16
Rural	480	!	7	!	1,920		28		3,130		45		1,360	!	20

Crime level where students live³
High	380	!	11	!	900	!	27		1,070		32		990	!	30
Moderate	750		6	!	2,820		23		6,250		50		2,580		21
Low	860		6		4,000		27		6,800		46		3,200		22
Mixed	280	!	4	!	2,780		35		3,060		39		1,780		23

Percent minority enrollment⁴
Less than 5 percent	‡		‡		410	!	12	!	2,040		58		890	!	25	!
5 to less than 20 percent	350	!	5		1,260		19		3,380		50		1,700		25
20 to less than 50 percent	550	!	5	!	3,560		33		4,410		41		2,140		20
50 percent or more	1,030		6		4,730		29		7,030		43		3,680		22

Percent of students eligible for free or reduced-price lunch
0–20 percent	250	!	5	!	1,000		22		2,260		48		1,150		25
21–50 percent	830		5		4,120		25		7,720		47		3,710		23
More than 50 percent	1,180		7		5,360		31		7,200		41		3,680		21

Percent of students below 15th percentile on standardized tests
0–5 percent	360		6		1,810		28		3,060		47		1,240		19
6–15 percent	970		5		4,930		28		7,250		41		4,520		26
More than 15 percent	940		7	!	3,750		26		6,870		48		2,770		19

Percent of students likely to attend college
0–35 percent	750	!	6	!	3,310		26		6,120	!	48		2,570		20
36–60 percent	930		6		5,030		34		5,860		40		2,990		20
More than 60 percent	590		5		2,150		20		5,200		48		2,970		27

Percent of students who consider academic achievement important
0–25 percent	200	!	‡		1,200	!	23	!	‡		60	!	750		‡
26–50 percent	‡		6	!	3,770		38		3,440		35		2,100		21
51–75 percent	750		6		3,270		28		5,100		44		2,570		22
More than 75 percent	710		6		2,250		19		5,490		47		3,130		27

Percent male enrollment
0–44 percent	‡		‡		860	!	‡		‡		‡		‡		‡
45–55 percent	2,070		6		8,890		27		14,640		45		7,250		22
More than 55 percent	‡		‡		740	!	29	!	700	!	27		1,030		40

Student-to-FTE ratio⁵
Less than 12 students	980		6		3,930		26		6,740		45		3,450		23
12–16 students	820		5		5,120		29		7,770		45		3,690		21
More than 16 students	460	!	8		1,440		24		2,680		45		1,400		23

Number of classroom changes⁶
0–3 changes	‡		‡		‡		‡		‡		57	!	130	!	‡
4–6 changes	950		6		4,170		28		7,000		48		2,560		17
More than 6 changes	1,200		5		6,310		27		9,840		42		5,840		25

Regular use of law enforcement⁷
Regular use	1,800		6		8,940		29		13,850		45		6,440		21
No regular use	470		6	!	1,550		21		3,330		45		2,100		28

Number of serious discipline problems⁸
No problems	770		5	!	4,210		30		6,200	!	44		2,880		21
1 problem	780		9		1,960		23		4,190		50		1,410		17
2 problems	510	!	7	!	1,780		24		3,560		47		1,710	!	23
3 or more problems	210	!	2	!	2,540		30		3,230		38		2,540		30

Transfers as a percentage of enrollment⁹
Less than 6 percent	400	!	‡		550		10	!	3,600	!	63		1,130	!	20	!
6 to less than 11 percent	‡		‡		1,250		24		2,190		42		1,660		32
11 to less than 21 percent	680	!	6	!	2,790		26		4,910		47		2,180		21
21 percent or more	1,030		6		5,900		35		6,470		38		3,570		21

Prevalence of schoolwide disruptions¹⁰
No disruptions	2,120		6		9,390		27		15,380		45		7,600		22
Any disruptions	150	!	4	!	1,100		28		1,800		45		940		24

Percent of students absent on a daily basis
0–2 percent	‡		‡		580	!	39		500	!	34	!	350	!	24	!
3–5 percent	1,310		7		6,390		33		7,410		38		4,150		22
6–10 percent	770		6		3,110		24		6,240		48		2,980		23
More than 10 percent	‡		‡		410	!	‡		‡		65		1,060	!	‡

Prevalence of violent incidents¹¹
No violent incidents	‡		‡		‡		‡		240	!	‡		‡		‡
Any violent incidents	2,250		6		10,400		27		16,940		45		8,410		22
! 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 Specialized school was defined for respondents as "a school that is specifically for students who were referred for disciplinary reasons. The school may also have students who were referred for other reasons, although the school may be at the same location as your school."
² Other disciplinary actions include suspension less than 5 days, detention, etc.
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: "At school" was defined for respondents to include activities that happen 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. The number of incidents, students, or disciplinary actions reported for a specified offense will not always be equal. This may be because a single incident could involve multiple victims or because no disciplinary action is taken for an incident. Data regarding illegal drugs and alcohol are categorized slightly differently in 2006 than they were in previous collections in the SSOCS series; therefore, direct comparisons between the years should not be made. The number of incidents, students, or disciplinary actions reported for a specified offense will not always be equal. This may be because a single incident could involve multiple victims or because no disciplinary action is taken for an incident. 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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