|
|
|
|
|
All public middle schools |
|
10,100 |
|
66.1 |
|
100,100 |
|
10.7 |
|
|
2,400 |
|
15.6 |
|
6,300 |
|
0.7 |
|
|
9,900 |
|
65.2 |
|
69,000 |
|
7.4 |
|
|
10,000 |
|
65.4 |
|
60,300 |
|
6.4 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Enrollment size |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Less than 300 |
|
1,100 |
|
41.3 |
|
4,400 |
|
6.9 |
|
|
200 |
! |
7.5 |
! |
300 |
! |
0.5 |
! |
|
1,500 |
|
53.4 |
|
4,100 |
|
6.5 |
|
|
1,000 |
|
35.9 |
|
3,200 |
|
4.9 |
|
300–499 |
|
2,100 |
|
60.7 |
|
13,700 |
|
9.6 |
|
|
400 |
|
12.2 |
|
800 |
! |
0.6 |
! |
|
2,000 |
|
56.8 |
|
14,800 |
! |
10.4 |
! |
|
2,000 |
|
57.9 |
|
7,900 |
|
5.5 |
|
500–999 |
|
5,200 |
|
74.0 |
|
51,800 |
|
10.2 |
|
|
1,200 |
|
17.5 |
|
3,000 |
|
0.6 |
|
|
4,900 |
|
69.3 |
|
34,900 |
|
6.9 |
|
|
5,300 |
|
74.4 |
|
31,800 |
|
6.3 |
|
1,000 or more |
|
1,600 |
|
82.5 |
|
30,300 |
|
13.4 |
|
|
500 |
|
26.2 |
|
2,100 |
! |
0.9 |
! |
|
1,600 |
|
81.9 |
|
15,200 |
|
6.7 |
|
|
1,700 |
|
87.9 |
|
17,400 |
|
7.7 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Urbanicity |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
City |
|
2,600 |
|
74.1 |
|
34,400 |
|
13.9 |
|
|
800 |
|
23.6 |
|
2,900 |
|
1.2 |
|
|
2,700 |
|
76.1 |
|
24,300 |
|
9.8 |
|
|
2,800 |
|
79.3 |
|
21,100 |
|
8.5 |
|
Suburb |
|
3,300 |
|
68.6 |
|
33,100 |
|
9.4 |
|
|
800 |
|
16.9 |
|
1,600 |
|
0.5 |
|
|
2,900 |
|
60.8 |
|
20,900 |
|
6.0 |
|
|
3,200 |
|
67.5 |
|
20,000 |
|
5.7 |
|
Town |
|
1,900 |
|
68.5 |
|
15,000 |
|
11.1 |
|
|
300 |
|
11.8 |
|
600 |
! |
0.5 |
! |
|
1,800 |
|
62.7 |
|
9,500 |
|
7.0 |
|
|
1,800 |
|
63.7 |
|
8,600 |
|
6.4 |
|
Rural |
|
2,300 |
|
54.7 |
|
17,600 |
|
8.6 |
|
|
400 |
|
9.7 |
|
1,000 |
! |
0.5 |
! |
|
2,600 |
|
62.6 |
|
14,300 |
|
7.0 |
|
|
2,100 |
|
52.1 |
|
10,500 |
|
5.2 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Crime level where students live5 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
High |
|
800 |
|
76.3 |
|
14,600 |
|
21.3 |
|
|
400 |
|
40.8 |
|
1,800 |
! |
2.6 |
! |
|
800 |
|
72.4 |
|
9,200 |
! |
13.4 |
! |
|
800 |
|
80.1 |
|
7,900 |
|
11.5 |
|
Moderate |
|
2,300 |
|
71.8 |
|
23,400 |
|
12.0 |
|
|
600 |
|
18.8 |
|
1,500 |
|
0.8 |
|
|
2,400 |
|
74.0 |
|
19,700 |
|
10.2 |
|
|
2,400 |
|
74.6 |
|
15,300 |
|
7.9 |
|
Low |
|
5,300 |
|
60.7 |
|
40,300 |
|
7.8 |
|
|
900 |
|
10.5 |
|
2,200 |
|
0.4 |
|
|
5,200 |
|
59.2 |
|
28,000 |
|
5.4 |
|
|
4,900 |
|
55.9 |
|
23,200 |
|
4.5 |
|
Mixed |
|
1,700 |
|
74.2 |
|
21,800 |
|
13.7 |
|
|
400 |
|
18.9 |
|
700 |
|
0.4 |
|
|
1,600 |
|
72.5 |
|
12,200 |
|
7.6 |
|
|
1,900 |
|
81.8 |
|
13,900 |
|
8.7 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Percent of combined Black/African
American, Hispanic/Latino, Asian,
Native Hawaiian/Other Pacific
Islander, and American Indian/Alaska Native students |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Less than 5 percent |
|
1,000 |
|
50.8 |
|
3,100 |
|
3.5 |
|
|
100 |
! |
5.2 |
! |
200 |
! |
0.2 |
! |
|
1,000 |
|
52.7 |
|
4,600 |
|
5.2 |
|
|
800 |
|
40.8 |
|
3,100 |
|
3.5 |
|
5 to less than 20 percent |
|
2,300 |
|
58.3 |
|
13,700 |
|
6.0 |
|
|
400 |
|
9.9 |
|
1,000 |
! |
0.4 |
! |
|
2,200 |
|
55.7 |
|
11,400 |
|
5.0 |
|
|
2,200 |
|
56.1 |
|
9,100 |
|
4.0 |
|
20 to less than 50 percent |
|
2,700 |
|
68.1 |
|
24,400 |
|
9.4 |
|
|
600 |
|
15.6 |
|
1,200 |
|
0.5 |
|
|
2,900 |
|
71.0 |
|
18,300 |
|
7.0 |
|
|
2,900 |
|
71.2 |
|
13,400 |
|
5.1 |
|
50 percent or more |
|
4,000 |
|
76.0 |
|
58,800 |
|
16.2 |
|
|
1,300 |
|
23.5 |
|
3,900 |
|
1.1 |
|
|
3,800 |
|
72.4 |
|
34,800 |
|
9.6 |
|
|
4,100 |
|
76.8 |
|
34,600 |
|
9.5 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Percent of students eligible for free or reduced-price lunch |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
0–20 percent |
|
1,500 |
|
56.9 |
|
7,000 |
|
3.9 |
|
|
300 |
|
9.7 |
|
700 |
! |
0.4 |
! |
|
1,500 |
|
57.0 |
|
6,900 |
|
3.8 |
|
|
1,600 |
|
58.5 |
|
5,000 |
|
2.8 |
|
21–50 percent |
|
3,400 |
|
64.0 |
|
24,700 |
|
7.5 |
|
|
700 |
|
13.3 |
|
1,400 |
|
0.4 |
! |
|
3,500 |
|
65.4 |
|
22,500 |
|
6.8 |
|
|
3,100 |
|
58.5 |
|
17,000 |
|
5.2 |
|
More than 50 percent |
|
5,100 |
|
71.1 |
|
68,400 |
|
16.0 |
|
|
1,400 |
|
19.4 |
|
4,100 |
|
1.0 |
|
|
4,900 |
|
68.1 |
|
39,700 |
|
9.3 |
|
|
5,300 |
|
73.0 |
|
38,200 |
|
9.0 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Percent of students below 15th percentile on standardized tests |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
0–5 percent |
|
3,100 |
|
56.9 |
|
25,100 |
|
7.4 |
|
|
800 |
|
13.9 |
|
1,600 |
|
0.5 |
|
|
3,400 |
|
62.4 |
|
17,500 |
|
5.1 |
|
|
3,400 |
|
61.3 |
|
14,900 |
|
4.4 |
|
6–15 percent |
|
4,100 |
|
69.1 |
|
37,400 |
|
10.3 |
|
|
800 |
|
13.8 |
|
1,900 |
|
0.5 |
|
|
4,000 |
|
67.0 |
|
26,700 |
|
7.4 |
|
|
3,700 |
|
62.6 |
|
20,600 |
|
5.7 |
|
More than 15 percent |
|
2,800 |
|
74.8 |
|
37,600 |
|
16.0 |
|
|
800 |
|
20.8 |
|
2,800 |
|
1.2 |
|
|
2,500 |
|
66.4 |
|
24,900 |
|
10.6 |
|
|
2,900 |
|
75.6 |
|
24,800 |
|
10.6 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Percent of students likely to attend college |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
0–35 percent |
|
2,400 |
|
73.8 |
|
28,100 |
|
15.6 |
|
|
600 |
|
17.3 |
|
2,300 |
|
1.3 |
|
|
2,300 |
|
72.6 |
|
21,900 |
|
12.2 |
|
|
2,200 |
|
70.4 |
|
18,900 |
|
10.5 |
|
36–60 percent |
|
3,200 |
|
67.2 |
|
41,600 |
|
14.6 |
|
|
800 |
|
17.7 |
|
2,000 |
|
0.7 |
|
|
3,200 |
|
67.8 |
|
23,200 |
|
8.1 |
|
|
3,400 |
|
71.2 |
|
20,300 |
|
7.1 |
|
More than 60 percent |
|
4,500 |
|
62.0 |
|
30,300 |
|
6.4 |
|
|
1,000 |
|
13.4 |
|
2,000 |
|
0.4 |
|
|
4,400 |
|
60.2 |
|
24,000 |
|
5.1 |
|
|
4,300 |
|
59.3 |
|
21,000 |
|
4.4 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Percent of students who consider academic achievement important |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
0–25 percent |
|
700 |
|
81.4 |
|
9,300 |
|
17.8 |
|
|
200 |
! |
25.7 |
! |
800 |
! |
1.6 |
! |
|
600 |
|
73.5 |
|
5,900 |
|
11.3 |
|
|
700 |
|
78.5 |
|
6,500 |
|
12.5 |
|
26–50 percent |
|
2,100 |
|
70.4 |
|
25,600 |
|
15.0 |
|
|
500 |
|
18.1 |
|
1,300 |
|
0.7 |
|
|
2,000 |
|
68.6 |
|
19,900 |
|
11.6 |
|
|
2,000 |
|
69.8 |
|
13,400 |
|
7.8 |
|
51–75 percent |
|
3,000 |
|
64.2 |
|
30,700 |
|
11.0 |
|
|
600 |
|
11.7 |
|
1,500 |
|
0.5 |
|
|
3,200 |
|
68.6 |
|
19,300 |
|
6.9 |
|
|
3,100 |
|
65.9 |
|
18,200 |
|
6.5 |
|
More than 75 percent |
|
4,300 |
|
63.6 |
|
34,400 |
|
7.9 |
|
|
1,100 |
|
15.8 |
|
2,600 |
|
0.6 |
|
|
4,100 |
|
60.2 |
|
23,900 |
|
5.5 |
|
|
4,100 |
|
61.3 |
|
22,200 |
|
5.1 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Percent male enrollment |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
0–44 percent |
|
900 |
|
62.9 |
|
6,100 |
|
9.0 |
|
|
300 |
|
19.1 |
|
500 |
! |
0.7 |
! |
|
900 |
|
59.2 |
|
3,200 |
|
4.7 |
|
|
900 |
|
59.4 |
|
4,600 |
|
6.8 |
|
45–55 percent |
|
8,500 |
|
66.6 |
|
87,400 |
|
10.7 |
|
|
2,000 |
|
15.4 |
|
5,500 |
|
0.7 |
|
|
8,500 |
|
66.3 |
|
62,700 |
|
7.7 |
|
|
8,500 |
|
66.4 |
|
51,800 |
|
6.3 |
|
More than 55 percent |
|
700 |
|
64.1 |
|
6,600 |
! |
12.3 |
|
|
100 |
! |
12.8 |
! |
300 |
! |
0.6 |
! |
|
600 |
|
59.4 |
|
3,200 |
|
6.0 |
|
|
600 |
|
60.9 |
|
3,900 |
|
7.3 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Student-to-FTE ratio6 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Less than 12 students |
|
1,300 |
|
59.5 |
|
12,800 |
|
13.1 |
|
|
300 |
|
14.9 |
|
700 |
|
0.7 |
|
|
1,300 |
|
60.2 |
|
6,800 |
|
6.9 |
|
|
1,200 |
|
53.7 |
|
4,700 |
|
4.8 |
|
12–16 students |
|
4,500 |
|
71.1 |
|
42,700 |
|
11.7 |
|
|
1,000 |
|
15.9 |
|
2,400 |
|
0.7 |
|
|
4,000 |
|
63.3 |
|
27,100 |
|
7.4 |
|
|
4,000 |
|
64.5 |
|
21,700 |
|
6.0 |
|
More than 16 students |
|
4,300 |
|
63.6 |
|
44,600 |
|
9.4 |
|
|
1,100 |
|
15.5 |
|
3,200 |
|
0.7 |
|
|
4,600 |
|
68.5 |
|
35,100 |
|
7.4 |
|
|
4,700 |
|
70.0 |
|
33,900 |
|
7.1 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Number of classroom changes7 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
0–3 changes |
|
200 |
! |
53.3 |
|
‡ |
|
7.6 |
! |
|
100 |
! |
‡ |
|
‡ |
|
‡ |
|
|
200 |
! |
50.5 |
|
1,200 |
! |
4.8 |
! |
|
200 |
! |
55.0 |
|
1,700 |
! |
6.8 |
! |
4–6 changes |
|
3,700 |
|
67.3 |
|
34,600 |
|
10.0 |
|
|
900 |
|
16.1 |
|
1,600 |
|
0.5 |
|
|
3,800 |
|
69.5 |
|
25,900 |
|
7.5 |
|
|
3,700 |
|
67.2 |
|
23,400 |
|
6.8 |
|
More than 6 changes |
|
6,100 |
|
66.0 |
|
63,600 |
|
11.2 |
|
|
1,400 |
|
15.2 |
|
4,300 |
|
0.8 |
|
|
5,900 |
|
63.3 |
|
41,900 |
|
7.4 |
|
|
6,000 |
|
64.8 |
|
35,100 |
|
6.2 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Regular use of law enforcement 8 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Regular use |
|
7,500 |
|
74.2 |
|
85,700 |
|
12.3 |
|
|
1,900 |
|
18.6 |
|
5,400 |
|
0.8 |
|
|
7,200 |
|
71.4 |
|
55,300 |
|
8.0 |
|
|
7,300 |
|
72.1 |
|
49,600 |
|
7.1 |
|
No regular use |
|
2,600 |
|
50.2 |
|
14,300 |
|
5.9 |
|
|
500 |
|
9.6 |
|
800 |
|
0.3 |
|
|
2,700 |
|
52.8 |
|
13,700 |
|
5.7 |
|
|
2,700 |
|
52.0 |
|
10,700 |
|
4.4 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Number of serious discipline problems9 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
No problems |
|
5,000 |
|
58.6 |
|
41,300 |
|
8.3 |
|
|
1,000 |
|
11.6 |
|
2,300 |
|
0.5 |
|
|
4,900 |
|
57.5 |
|
22,700 |
|
4.6 |
|
|
5,100 |
|
60.1 |
|
25,200 |
|
5.1 |
|
1 problem |
|
2,800 |
|
74.6 |
|
31,000 |
|
12.9 |
|
|
800 |
|
20.4 |
|
2,000 |
|
0.8 |
|
|
2,700 |
|
71.4 |
|
19,600 |
|
8.1 |
|
|
2,500 |
|
67.9 |
|
18,000 |
|
7.5 |
|
2 problems |
|
1,100 |
|
74.0 |
|
10,800 |
|
11.9 |
|
|
200 |
! |
11.8 |
! |
‡ |
|
‡ |
|
|
1,100 |
|
79.0 |
|
10,200 |
|
11.2 |
|
|
1,000 |
|
68.1 |
|
5,600 |
|
6.1 |
|
3 or more problems |
|
1,200 |
|
78.9 |
|
16,900 |
|
15.3 |
|
|
500 |
|
28.8 |
|
1,500 |
|
1.3 |
|
|
1,300 |
|
79.2 |
|
16,500 |
|
15.0 |
|
|
1,400 |
|
85.3 |
|
11,500 |
|
10.4 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Transfers as a percentage of enrollment10 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Less than 6 percent |
|
2,000 |
|
55.7 |
|
11,400 |
|
5.2 |
|
|
300 |
|
9.4 |
|
900 |
! |
0.4 |
! |
|
2,000 |
|
57.9 |
|
10,600 |
|
4.8 |
|
|
2,000 |
|
56.9 |
|
9,300 |
|
4.2 |
|
6 to less than 11 percent |
|
2,500 |
|
71.1 |
|
22,200 |
|
10.1 |
|
|
600 |
|
17.7 |
|
1,700 |
|
0.8 |
|
|
2,400 |
|
67.1 |
|
14,700 |
|
6.7 |
|
|
2,200 |
|
63.4 |
|
12,800 |
|
5.8 |
|
11 to less than 21 percent |
|
3,200 |
|
63.9 |
|
25,400 |
|
8.8 |
|
|
700 |
|
14.7 |
|
1,400 |
|
0.5 |
|
|
3,200 |
|
64.8 |
|
26,000 |
|
9.0 |
|
|
3,200 |
|
65.1 |
|
17,000 |
|
5.9 |
|
21 percent or more |
|
2,400 |
|
75.5 |
|
41,100 |
|
19.5 |
|
|
700 |
|
21.2 |
|
2,300 |
|
1.1 |
|
|
2,300 |
|
71.7 |
|
17,800 |
|
8.4 |
|
|
2,500 |
|
77.1 |
|
21,200 |
|
10.1 |
|
|
|
| | | | | | |
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Prevalence of schoolwide
disruptions11 |
|
| | | | | | |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
No disruptions |
|
9,400 |
|
65.5 |
|
90,800 |
|
10.3 |
|
|
2,000 |
|
14.3 |
|
5,800 |
|
0.7 |
|
|
9,200 |
|
64.5 |
|
65,000 |
|
7.4 |
|
|
9,300 |
|
64.9 |
|
55,200 |
|
6.3 |
|
Any disruptions |
|
700 |
|
74.8 |
|
9,300 |
|
15.3 |
|
|
300 |
|
35.1 |
|
500 |
|
0.8 |
|
|
700 |
|
75.2 |
|
4,100 |
|
6.7 |
|
|
700 |
|
72.7 |
|
5,000 |
! |
8.3 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Percent of students absent on a daily basis |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
0–2 percent |
|
400 |
|
49.5 |
|
3,300 |
! |
7.2 |
! |
|
100 |
! |
12.4 |
! |
‡ |
|
‡ |
|
|
400 |
|
55.6 |
|
2,600 |
|
5.7 |
|
|
400 |
|
51.6 |
|
1,800 |
|
4.0 |
|
3–5 percent |
|
6,100 |
|
65.8 |
|
55,000 |
|
9.4 |
|
|
1,200 |
|
12.7 |
|
2,700 |
|
0.5 |
|
|
6,000 |
|
64.4 |
|
37,500 |
|
6.4 |
|
|
5,800 |
|
62.4 |
|
34,400 |
|
5.9 |
|
6–10 percent |
|
3,200 |
|
68.3 |
|
38,200 |
|
13.9 |
|
|
900 |
|
19.5 |
|
2,600 |
|
0.9 |
|
|
3,200 |
|
68.2 |
|
26,300 |
|
9.6 |
|
|
3,500 |
|
73.5 |
|
21,000 |
|
7.6 |
|
More than 10 percent |
|
400 |
|
75.9 |
|
3,600 |
! |
10.3 |
|
|
200 |
|
35.6 |
|
500 |
! |
1.6 |
! |
|
300 |
|
64.5 |
|
2,600 |
! |
7.6 |
|
|
300 |
|
64.1 |
|
3,000 |
! |
8.8 |
|
!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 represents more than 50 percent of the estimate. |
1Violent 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. |
2Serious violent incidents include rape or attempted rape, sexual battery other than rape, physical attack or fight with a weapon, threat of physical attack with a weapon, and robbery with or without a weapon. |
3Theft or larceny (taking things worth over $10 without personal confrontation) was defined for respondents as "the unlawful taking of another person's property without personal confrontation, threat, violence, or bodily harm. This includes pocket picking, stealing a purse or backpack (if left unattended or no force was used to take it from owner), theft from a building, theft from a motor vehicle or of motor vehicle parts or accessories, theft of a bicycle, theft from a vending machine, and all other types of thefts." |
4Other incidents include possession of a firearm or explosive device; possession of a knife or sharp object; distribution, possession, or use of illegal drugs or alcohol; and vandalism. |
5Respondents 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." |
6Student-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. |
7Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure. |
8Respondents were asked, "During the 2009–10 school year, did you have any security guards, security personnel, or sworn law enforcement officers present at your school at least once a week?" |
9Serious discipline problems include student racial/ethnic tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers other than verbal abuse, 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. |
10Transfers 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. |
11Schoolwide 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. |
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. |
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics (NCES), 2009–10 School Survey on Crime and Safety (SSOCS). |