Table 6. Number and percentage of public middle schools reporting at least one incident of the distribution, possession, or use of illegal drugs or alcohol at school, or of vandalism at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2009

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Table 6. Number and percentage of public middle schools reporting at least one incident of the distribution, possession, or use of illegal drugs or alcohol at school, or of vandalism at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2009–10


	Distribution, possession, or use of illegal drugs								Distribution, possession, or use of alcohol								Vandalism¹
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
All public middle schools	6,800		44.7		24,600		2.6		3,000		19.7		7,200		0.8		8,500		55.5	46,200		4.9

Enrollment size
Less than 300	600		21.1		1,500	!	2.4	!	300	!	12.0		600	!	1.0	!	1,000		38.0	4,000		6.3
300–499	1,200		33.6		2,900		2.0		600		16.8		1,200		0.8	!	1,900		53.8	7,700		5.4
500–999	3,700		51.8		13,400		2.6		1,400		20.2		3,700		0.7		4,200		59.5	21,000		4.1
1,000 or more	1,400		72.4		6,900		3.0		700		34.1		1,800		0.8		1,300		69.0	13,400		5.9

Urbanicity
City	2,100		59.1		9,300		3.7		800		23.7		2,400		1.0		2,500		70.0	15,700		6.4
Suburb	2,200		45.8		8,000		2.3		1,100		22.4		2,600		0.7		2,800		58.5	15,600		4.5
Town	1,000		36.6		3,600		2.6		400		13.1		900		0.6	!	1,400		48.8	5,600		4.1
Rural	1,500		36.6		3,800		1.9		700		17.7		1,400		0.7		1,800		44.2	9,200		4.5

Crime level where students live²
High	700		68.9		3,100		4.5		300		24.3		900		1.4		800		74.0	7,500		10.9
Moderate	1,800		55.9		7,600		3.9		800		26.3		1,800		0.9		2,000		62.7	10,500		5.4
Low	3,000		34.9		8,900		1.7		1,500		17.1		2,800		0.5		4,200		48.6	19,200		3.7
Mixed	1,300		55.5		5,100		3.2		400		18.3		1,700		1.1		1,400		63.6	9,000		5.6

Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students
Less than 5 percent	500		25.4		1,200		1.3		200		8.2	!	300	!	0.3	!	800		38.9	3,500		3.9
5 to less than 20 percent	1,300		31.9		3,200		1.4		700		16.6		1,200		0.5		1,800		46.3	7,800		3.5
20 to less than 50 percent	1,900		48.1		5,500		2.1		800		19.3		1,700		0.7		2,300		56.3	10,300		3.9
50 percent or more	3,100		58.7		14,800		4.1		1,400		26.6		4,000		1.1		3,600		67.9	24,600		6.8

Percent of students eligible for free or reduced-price lunch
0–20 percent	700		25.7		1,600		0.9		400		13.4		600		0.3		1,300		47.6	4,500		2.5
21–50 percent	2,200		40.4		6,900		2.1		1,100		19.7		2,400		0.7		2,900		54.1	13,300		4.0
More than 50 percent	4,000		55.0		16,100		3.8		1,600		22.1		4,200		1.0		4,300		59.5	28,300		6.6

Percent of students below 15th percentile on standardized tests
0–5 percent	2,100		37.6		5,800		1.7		900		15.9		1,900		0.5		2,800		50.2	11,200		3.3
6–15 percent	2,400		40.6		7,700		2.1		1,100		19.0		2,400		0.7		3,300		55.4	17,500		4.8
More than 15 percent	2,300		61.5		11,100		4.7		1,000		26.5		3,000		1.3		2,400		63.4	17,500		7.5

Percent of students likely to attend college
0–35 percent	1,800		57.1		8,800		4.9		800		25.1		2,300		1.3		1,900		60.1	13,700		7.6
36–60 percent	2,400		50.4		7,700		2.7		1,000		20.5		2,600		0.9		2,800		59.2	14,700		5.1
More than 60 percent	2,600		35.5		8,100		1.7		1,200		16.8		2,400		0.5		3,700		51.1	17,800		3.8

Percent of students who consider academic achievement important
0–25 percent	600		66.1		3,300		6.2		200		22.7		600		1.1		600		63.3	3,800		7.3
26–50 percent	1,500		52.9		5,700		3.4		600		21.7		1,600		0.9		2,000		67.6	11,300		6.6
51–75 percent	2,300		48.1		6,900		2.5		1,100		24.0		2,500		0.9		2,500		52.5	15,600		5.6
More than 75 percent	2,400		35.9		8,700		2.0		1,000		15.5		2,600		0.6		3,500		51.4	15,400		3.5

Percent male enrollment
0–44 percent	600		39.2		1,900	!	2.9	!	300		18.2		700	!	1.1	!	600		43.5	2,600		3.8
45–55 percent	5,900		46.2		21,100		2.6		2,500		19.9		5,900		0.7		7,200		56.3	40,300		4.9
More than 55 percent	400		34.0		1,600	!	2.9		200	!	19.2		600	!	1.1	!	600		62.5	3,300	!	6.1

Student-to-FTE ratio³
Less than 12 students	700		33.4		1,800		1.8		300		11.9		800	!	0.8	!	1,100		48.5	4,400		4.5
12–16 students	2,600		41.4		9,000		2.5		1,200		19.1		2,900		0.8		3,500		55.2	17,200		4.7
More than 16 students	3,500		51.4		13,800		2.9		1,500		22.8		3,500		0.7		3,900		58.1	24,600		5.2

Number of classroom changes⁴
0–3 changes	100	!	17.3	!	‡		‡		‡		‡		‡		‡		200	!	50.7	1,800	!	7.1	!
4–6 changes	2,900		51.8		10,200		3.0		1,300		22.8		3,500		1.0		3,300		59.3	18,200		5.3
More than 6 changes	3,900		41.7		13,700		2.4		1,700		18.7		3,700		0.7		5,000		53.5	26,200		4.6

Regular use of law enforcement⁵
Regular use	5,100		49.9		19,000		2.7		2,200		21.6		5,600		0.8		6,100		60.5	35,200		5.1
No regular use	1,800		34.4		5,600		2.3		800		16.0		1,700		0.7		2,300		45.5	11,000		4.5

Number of serious discipline problems^⁶
No problems	3,300		38.5		10,300		2.1		1,300		14.8		3,000		0.6		4,000		47.1	17,100		3.4
1 problem	1,900		49.7		7,200		3.0		1,000		25.5		2,300		1.0		2,300		61.9	14,600		6.1
2 problems	700		51.3		2,500		2.8		300		18.1		600	!	0.7		900		63.1	4,900		5.4
3 or more problems	1,000		60.2		4,700		4.3		500		33.9		1,300		1.2		1,200		78.6	9,600		8.7

Transfers as a percentage of enrollment⁷
Less than 6 percent	1,200		33.2		2,900		1.3		600		17.5		1,100		0.5		1,800		52.0	8,100		3.7
6 to less than 11 percent	1,500		42.5		4,800		2.2		800		21.7		1,600		0.7		2,000		56.7	9,400		4.3
11 to less than 21 percent	2,200		44.8		7,600		2.6		800		15.4		2,000		0.7		2,600		52.5	13,800		4.8
21 percent or more	1,900		59.4		9,300		4.4		900		26.7		2,500		1.2		2,000		62.5	14,900		7.1

Prevalence of schoolwide disruptions^⁸
No disruptions	6,400		44.5		22,900		2.6		2,900		20.1		6,900		0.8		7,900		55.2	42,500		4.8
Any disruptions	400		47.6		1,700		2.8		100	!	13.0	!	300	!	0.5	!	600		60.5	3,700	!	6.1	!

Percent of students absent on a daily basis
0–2 percent	200	!	29.8		800	!	1.7	!	200		25.4		400		0.8		400		50.8	2,200	!	4.7	!
3–5 percent	3,800		41.3		12,500		2.1		1,600		17.2		4,500		0.8		5,100		54.9	26,600		4.6
6–10 percent	2,400		51.6		9,900		3.6		1,100		23.0		2,200		0.8		2,800		58.9	16,400		6.0
More than 10 percent	300		63.6		1,400	!	4.1		100	!	26.3	!	300	!	0.7	!	200		42.6	1,100	!	3.1	!
!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.
¹Vandalism was defined for respondents as "the willful damage or destruction of school property including bombing, arson, graffiti, and other acts that cause property damage. This includes damage caused by computer hacking."
²Respondents 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."
³Student-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.
⁴Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
^⁵Respondents 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?"
⁶Serious 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.
⁷Transfers 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.
⁸Schoolwide 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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