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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 2009–10

 
  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 middle schools 940   6.2   1,360   0.1  
                 
Enrollment size                
Less than 300 190 ! 6.8 ! 220 ! 0.3 !
300–499 150 ! 4.4 ! 220 ! 0.2 !
500–999 420   6.0   710   0.1 !
1,000 or more 170   8.9   220   0.1  
                 
Urbanicity                
City 250   7.2   350   0.1 !
Suburb 470   9.8   710   0.2  
Town 100 ! 3.5 ! 120 ! 0.1 !
Rural 120 ! 2.8 !    
                 
Crime level where students live1                
High 130 ! 12.2 ! 250 ! 0.4 !
Moderate 280   8.7   400   0.2  
Low 320   3.6   440   0.1  
Mixed 210 ! 9.4   270 ! 0.2 !
                 
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                 
Less than 5 percent        
5 to less than 20 percent 140 ! 3.5 ! 170 ! 0.1 !
20 to less than 50 percent 260   6.4   400   0.2  
50 percent or more 500   9.4   700   0.2  
                 
Percent of students eligible for free or reduced-price lunch                
0–20 percent 110 ! 4.2 ! 160 ! 0.1 !
21–50 percent 260   4.8   330   0.1  
More than 50 percent 570   7.9   860   0.2  
                 
Percent of students below 15th percentile on standardized tests                
0–5 percent 240   4.3   310 ! 0.1 !
6–15 percent 310   5.2   410   0.1 !
More than 15 percent 390   10.3   640   0.3  
                 
Percent of students likely to attend college                
0–35 percent 220 ! 7.0 ! 400 ! 0.2 !
36–60 percent 340   7.2   440   0.2  
More than 60 percent 370   5.1   520   0.1  
                 
Percent of students who consider academic achievement important                
0–25 percent        
26–50 percent 190   6.6   350 ! 0.2 !
51–75 percent 170 ! 3.6 ! 200 ! 0.1 !
More than 75 percent 500   7.4   690   0.2  
                 
Percent male enrollment                
0–44 percent       0.1 !
45–55 percent 860   6.7   1,260   0.2  
More than 55 percent        
                 
Student-to-FTE ratio2                
Less than 12 students 150 ! 6.6 ! 290 ! 0.3 !
12–16 students 340   5.4   430   0.1 !
More than 16 students        
                 
Number of classroom changes3                
0–3 changes        
4–6 changes 300   5.5   430 ! 0.1 !
More than 6 changes 600   6.4   850   0.2  
                 
Regular use of law enforcement4                
Regular use 670   6.6   960   0.1 !
No regular use 270   5.3   400 ! 0.2  
                 
Number of serious discipline problems5                
No problems 460   5.4   690   0.1 !
1 problem 190 ! 5.0 ! 270 ! 0.1 !
2 problems 200   13.7   230 ! 0.3 !
3 or more problems 100 ! 6.3 ! 160 !  
                 
Transfers as a percentage of enrollment6                
Less than 6 percent 150 ! 4.2 ! 170 ! 0.1 !
6 to less than 11 percent 190   5.4   290   0.1 !
11 to less than 21 percent 310   6.2   440   0.2  
21 percent or more 290   9.0   470   0.2 !
                 
Percent of students absent on a daily basis                 
0–2 percent        
3–5 percent 510   5.5   610   0.1  
6–10 percent 380   8.0   620   0.2  
More than 10 percent        
                 
Prevalence of violent incidents7                
No violent incidents        
Any violent incidents 880   6.4   1,270   0.1  
!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.
1Respondents 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."
2Student-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.
3Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
4Respondents 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?"
5Serious 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.
6Transfers 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.
7Violent 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.
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).