Table 3. Number and percentage of public middle schools reporting sexual and physical assaults that occurred at school, the number of sexual and physical assaults, and the rate of sexual and physical assaults per 1,000 students, by selected school characteristics: School year 2009

School Survey on Crime and Safety (SSOCS)

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Table 3. Number and percentage of public middle schools reporting sexual and physical assaults that occurred at school, the number of sexual and physical assaults, and the rate of sexual and physical assaults per 1,000 students, by selected school characteristics: School year 2009–10


	Rape or attempted rape¹								Sexual battery other than rape²								Physical attack or fight with a weapon^3,4								Physical attack or fight without a weapon^3,⁴
School characteristic	Number of schools		Percent of schools		Number of incidents		Rate per 1,000 students		Number of schools		Percent of schools		Number of incidents		Rate per 1,000 students		Number of schools		Percent of schools		Number of incidents		Rate per 1,000 students		Number of schools	Percent of schools		Number of incidents		Rate per 1,000 students
All public middle schools	200	!	1.3	!	250	!	#		490		3.2		980		0.1		590		3.9		1,740	!	0.2	!	13,560	88.8		238,840		25.4

Enrollment size
Less than 300	‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		2,190	79.5		11,650		18.2
300–499	‡		‡		‡		‡		‡		‡		‡		‡		110	!	3.2	!	180	!	‡		2,890	82.6		36,100		25.3
500–999	110	!	1.6	!	160	!	#		310		4.3		660	!	0.1	!	330		4.6		‡		‡		6,620	93.5		125,830		24.9
1,000 or more	‡		‡		‡		‡		110	!	5.6	!	250	!	0.1	!	120	!	6.2		260	!	‡		1,850	96.1		65,260		28.9

Urbanicity
City	80	!	‡		‡		‡		170	!	4.8	!	480	!	0.2	!	210	!	5.8	!	590	!	‡		3,250	92.5		80,370		32.5
Suburb	‡		‡		‡		‡		140	!	3.0	!	240	!	0.1		210		4.4		‡		‡		4,380	91.2		86,240		24.6
Town	‡		‡		‡		‡		‡		‡		‡		‡		90	!	3.3	!	150	!	0.1	!	2,540	90.0		29,020		21.4
Rural	‡		‡		‡		‡		130	!	3.1	!	190	!	0.1	!	80	!	1.9	!	110	!	0.1	!	3,390	82.1		43,210		21.1

Crime level where students live⁵
High	‡		‡		‡		‡		50	!	4.7	!	‡		‡		130	!	12.3	!	190	!	0.3	!	1,010	97.2		26,710		39.1
Moderate	‡		‡		‡		‡		140	!	4.4	!	400	!	0.2	!	200	!	6.1	!	370	!	0.2	!	2,900	90.2		62,360		32.2
Low	‡		‡		‡		‡		230		2.6		380		0.1		150	!	1.8	!	‡		‡		7,470	85.5		91,520		17.7
Mixed	‡		2.4	!	‡		‡		70	!	3.2	!	110	!	0.1	!	110	!	4.9	!	‡		‡		2,170	95.8		58,250		36.6

Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students
Less than 5 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		1,540	79.0		13,490		15.2
5 to less than 20 percent	‡		‡		‡		‡		‡		‡		‡		‡		110	!	2.7	!	120	!	0.1		3,360	84.7		34,520		15.3
20 to less than 50 percent	‡		‡		‡		‡		130	!	3.2	!	200	!	0.1		170	!	4.2	!	‡		‡		3,640	90.1		65,820		25.3
50 percent or more	130	!	2.5	!	180	!	0.1		260		4.9		640	!	0.2	!	310		5.9		‡		‡		5,020	94.5		125,020		34.4

Percent of students eligible for free or reduced-price lunch
0–20 percent	‡		‡		‡		‡		70	!	2.4	!	80	!	0.0		‡		‡		‡		‡		2,170	80.8		19,320		10.6
21–50 percent	‡		1.2	!	‡		‡		150	!	2.8	!	270	!	0.1	!	130	!	2.5	!	‡		‡		4,710	87.7		58,350		17.7
More than 50 percent	110	!	1.5	!	160	!	#		280		3.8		630	!	0.1	!	440		6.1		920	!	0.2	!	6,680	92.6		161,180		37.8

Percent of students below 15th percentile on standardized tests
0–5 percent	‡		‡		‡		‡		190	!	3.5	!	300	!	0.1	!	160	!	2.8	!	‡		‡		4,540	82.4		68,490		20.1
6–15 percent	100	!	1.7	!	100	!	#		150	!	2.4	!	220	!	0.1	!	220	!	3.7	!	470	!	‡		5,490	91.7		84,490		23.3
More than 15 percent	‡		‡		‡		‡		150		4.1		470	!	0.2	!	210	!	5.7		420	!	0.2	!	3,530	93.6		85,860		36.6

Percent of students likely to attend college
0–35 percent	‡		‡		‡		‡		90	!	2.7	!	‡		‡		150	!	4.8	!	390	!	0.2	!	2,940	92.2		65,960		36.6
36–60 percent	90	!	1.8	!	100	!	#		180	!	3.7	!	290	!	0.1	!	260		5.5		500	!	0.2	!	4,250	88.8		92,530		32.4
More than 60 percent	80	!	1.1	!	80	!	#		230		3.1		400	!	0.1	!	170	!	2.4	!	‡		‡		6,360	87.3		80,360		17.0

Percent of students who consider academic achievement important
0–25 percent	‡		‡		‡		‡		70	!	7.5	!	‡		‡		‡		‡		180	!	‡		880	100.0	6	20,810		39.8
26–50 percent	60	!	2.0	!	60	!	#		50	!	1.8	!	70	!	0.0		120	!	4.2	!	160	!	0.1	!	2,650	90.6		52,160		30.5
51–75 percent	‡		‡		‡		‡		200		4.3		330	!	0.1	!	150	!	3.1	!	‡		‡		4,310	91.6		87,350		31.4
More than 75 percent	100	!	1.4	!	110	!	#		170	!	2.6	!	310	!	0.1	!	220	!	3.3	!	‡		‡		5,720	84.6		78,520		18.0

Percent male enrollment
0–44 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		1,230	85.0		15,260		22.7
45–55 percent	100	!	0.8	!	‡		‡		460		3.6		960		0.1	!	530		4.1		1,640	!	0.2	!	11,420	89.4		207,760		25.4
More than 55 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		910	87.4		15,820		29.7

Student-to-FTE ratio⁷
Less than 12 students	‡		‡		‡		‡		70	!	3.1	!	70	!	0.1	!	130	!	5.7	!	‡		‡		1,910	86.4		29,810		30.5
12–16 students	‡		‡		‡		‡		250		3.9		580	!	0.2	!	190		3.1		370	!	0.1	!	5,540	88.5		96,880		26.6
More than 16 students	90	!	1.4	!	110	!	#		180		2.6		330	!	0.1		270	!	4.0	!	600	!	‡		6,100	89.9		112,150		23.5

Number of classroom changes⁸
0–3 changes	‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		390	88.0		3,030	!	11.9
4–6 changes	‡		‡		‡		‡		150	!	2.8	!	280	!	0.1	!	280	!	5.1	!	580	!	0.2	!	4,910	88.9		82,260		23.9
More than 6 changes	150	!	1.7	!	170	!	#		330		3.5		650	!	0.1	!	240		2.6		‡		‡		8,250	88.8		153,550		27.0

Regular use of law enforcement^⁹
Regular use	120	!	1.2	!	120	!	#		340		3.3		740		0.1	!	510		5.0		1,640	!	0.2	!	9,310	91.9		188,640		27.1
No regular use	80	!	1.5	!	‡		‡		150	!	3.0	!	250	!	0.1	!	80	!	1.5	!	100	!	0.0		4,250	82.8		50,210		20.6

Number of serious discipline problems¹⁰
No problems	‡		‡		‡		‡		240		2.8		620	!	0.1	!	200	!	2.4	!	290	!	0.1		7,150	84.1		98,640		19.9
1 problem	‡		‡		‡		‡		110	!	2.9	!	120	!	0.1		280		7.4		‡		‡		3,520	93.8		68,210		28.3
2 problems	‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		1,310	91.5		28,590		31.3
3 or more problems	90	!	5.5	!	90	!	0.1	!	110	!	7.0	!	210	!	0.2	!	100	!	6.1	!	‡		‡		1,580	100.0	6	43,410		39.4

Transfers as a percentage of enrollment¹¹
Less than 6 percent	‡		‡		‡		‡		‡		‡		‡		‡		90	!	2.4	!	90	!	#		3,000	84.9		26,680		12.1
6 to less than 11 percent	‡		1.6	!	‡		‡		110	!	3.0	!	150	!	0.1	!	190	!	5.4	!	‡		‡		3,260	92.5		46,370		21.1
11 to less than 21 percent	‡		‡		‡		‡		180	!	3.6		280	!	0.1	!	150	!	3.0	!	350	!	0.1	!	4,320	86.7		69,730		24.2
21 percent or more	110	!	3.3	!	160	!	0.1	!	150		4.6		460	!	0.2	!	160		5.0		440	!	‡		2,980	92.3		96,070		45.6

Prevalence of schoolwide disruptions¹²
No disruptions	170	!	1.2	!	220	!	#		450		3.1		920		0.1	!	500		3.5		1,660	!	0.2	!	12,700	88.6		216,940		24.7
Any disruptions	‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		860	91.8		21,910		36.2

Percent of students absent on a daily basis
0–2 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		640	87.6		6,460		14.1
3–5 percent	130	!	1.4	!	180	!	#		240		2.6		370		0.1		270		2.9		400	!	0.1		8,160	87.7		123,810		21.2
6–10 percent	70	!	1.5	!	70	!	#		170	!	3.7	!	370	!	0.1	!	240		5.2		610	!	0.2	!	4,300	91.4		97,460		35.5
More than 10 percent	‡		‡		‡		‡		‡		‡		‡		‡		60	!	11.4	!	‡		‡		450	87.9		11,110		32.1
#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 represents more than 50 percent of the estimate.
¹Rape was defined for respondents as "forced sexual intercourse (vaginal, anal, or oral penetration). Includes penetration from a foreign object."
²Sexual battery was defined for respondents as an "incident that includes threatened rape, fondling, indecent liberties, child molestation, or sodomy. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)."
³Physical attack or fight was defined for respondents as an "actual and intentional touching or striking of another person against his or her will, or the intentional causing of bodily harm to an individual."
⁴Weapon was defined for respondents as "any instrument or object used with the intent to threaten, injure, or kill. This includes lookalikes if they are used to threaten others."
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."
⁶Round to 100.
⁷Student-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.
⁸Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁹Respondents 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?"
¹⁰Serious 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.
¹¹Transfers 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.
¹²Schoolwide 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).

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