Table 8. Number and percentage of public middle schools reporting incidents of hate crime, gang-related crime, and gang-related hate crime 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 8. Number and percentage of public middle schools reporting incidents of hate crime, gang-related crime, and gang-related hate crime at school, the number of incidents reported, and the rate of incidents per 1,000 students, by selected school characteristics: School year 2009–10


	Hate Crime¹								Gang-related crime²								Gang-related hate crime^1,2
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	760		5.0		3,150		0.3	!	1,300		8.5		10,420		1.1		220		1.4	!	1,890	!	0.2	!

Enrollment size
Less than 300	‡		‡		‡		‡		110	!	4.1	!	‡		‡		‡		‡		‡		‡
300–499	170	!	5.0	!	310	!	0.2	!	170	!	4.9	!	‡		‡		‡		‡		‡		‡
500–999	400		5.7		1,770	!	0.3	!	700		9.9		7,040	!	1.4	!	130	!	1.8	!	‡		‡
1,000 or more	110	!	5.5	!	‡		‡		320		16.5		2,090	!	0.9	!	‡		‡		‡		‡

Urbanicity
City	280		8.1		2,220	!	0.9	!	670		18.9		6,750	!	2.7	!	120	!	3.4	!	1,700	!	0.7	!
Suburb	250		5.1		490		0.1	!	430		9.0		2,940	!	0.8	!	70	!	‡		‡		‡
Town	80	!	2.7	!	‡		‡		90	!	3.3	!	310	!	‡		‡		‡		‡		‡
Rural	160	!	3.8	!	320	!	0.2	!	110	!	2.6	!	420	!	0.2	!	‡		‡		‡		‡

Crime level where students live³
High	160	!	15.6	!	‡		‡		300	!	28.6		3,020	!	4.4	!	70	!	6.3	!	‡		‡
Moderate	140	!	4.4	!	‡		‡		460		14.3		5,260	!	2.7	!	‡		‡		‡		‡
Low	370		4.3		760		0.1	!	300		3.5		990	!	0.2	!	‡		‡		‡		‡
Mixed	90	!	3.8	!	‡		‡		240		10.5		1,150	!	0.7	!	‡		‡		‡		‡

Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students
Less than 5 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡
5 to less than 20 percent	140	!	3.6	!	280	!	0.1	!	70	!	1.7	!	100	!	#		‡		‡		‡		‡
20 to less than 50 percent	180		4.5		250	!	0.1	!	320		7.8		1,680	!	0.6	!	‡		‡		‡		‡
50 percent or more	400		7.5		2,550	!	0.7	!	920		17.2		8,650	!	2.4	!	140	!	2.6	!	1,770	!	0.5	!

Percent of students eligible for free or reduced-price lunch
0–20 percent	170	!	6.3	!	290	!	0.2	!	‡		‡		‡		‡		‡		‡		‡		‡
21–50 percent	150	!	2.8	!	360	!	0.1	!	310		5.8		1,960	!	0.6	!	‡		‡		‡		‡
More than 50 percent	450		6.2		2,490	!	0.6	!	940		13.0		8,380	!	2.0	!	170	!	2.4	!	1,800	!	0.4	!

Percent of students below 15th percentile on standardized tests
0–5 percent	220		4.0		430	!	0.1	!	220		4.0		‡		‡		‡		‡		‡		‡
6–15 percent	280		4.7		‡		‡		510		8.5		2,950	!	0.8	!	100	!	1.6	!	‡		‡
More than 15 percent	270		7.0		1,430	!	0.6	!	580		15.3		3,840		1.6		80	!	2.1	!	‡		‡

Percent of students likely to attend college
0–35 percent	230	!	7.3	!	‡		‡		490		15.2		4,940	!	2.7	!	70	!	2.0	!	‡		‡
36–60 percent	230		4.8		1,240	!	0.4	!	480		10.1		2,140		0.7		‡		‡		‡		‡
More than 60 percent	300		4.1		720	!	0.2	!	330		4.5		‡		‡		‡		‡		‡		‡

Percent of students who consider academic achievement important
0–25 percent	‡		‡		‡		‡		230		25.8		1,850	!	3.5	!	‡		‡		‡		‡
26–50 percent	160	!	5.5	!	‡		‡		310	!	10.5		2,910	!	1.7	!	‡		‡		‡		‡
51–75 percent	200	!	4.2	!	590	!	0.2	!	370		7.8		2,140		0.8		‡		‡		‡		‡
More than 75 percent	320		4.8		880	!	0.2	!	400		5.9		‡		‡		90	!	1.3	!	‡		‡

Percent male enrollment
0–44 percent	‡		‡		‡		‡		120	!	8.2	!	‡		‡		‡		‡		‡		‡
45–55 percent	620		4.8		2,520	!	0.3	!	1,090		8.5		9,410	!	1.1	!	130	!	1.0	!	‡		‡
More than 55 percent	100	!	9.5	!	260	!	0.5	!	100	!	9.2	!	‡		‡		‡		‡		‡		‡

Student-to-FTE ratio⁴
Less than 12 students	90	!	3.9	!	‡		‡		100	!	4.6	!	‡		‡		‡		‡		‡		‡
12–16 students	200	!	3.3		470	!	0.1	!	430		6.8		2,210	!	0.6	!	70	!	1.1	!	‡		‡
More than 16 students	470		7.0		1,880	!	0.4	!	770		11.4		7,000	!	1.5	!	110	!	1.6	!	380	!	0.1	!

Number of classroom changes⁵
0–3 changes	‡		‡		‡		‡		60	!	12.3	!	‡		‡		‡		‡		‡		‡
4–6 changes	250		4.6		990	!	0.3	!	460		8.4		‡		‡		‡		‡		‡		‡
More than 6 changes	480		5.2		1,890	!	0.3	!	780		8.4		4,660		0.8		120	!	1.3	!	‡		‡

Regular use of law enforcement⁶
Regular use	560		5.5		2,460	!	0.4	!	1,070		10.6		9,650		1.4		170	!	1.6	!	1,730	!	‡
No regular use	200		4.0		690	!	0.3	!	230		4.5		770	!	0.3	!	‡		‡		‡		‡

Number of serious discipline problems⁷
No problems	220		2.6		720	!	‡		380		4.4		900		0.2		‡		‡		‡		‡
1 problem	190	!	5.0	!	‡		‡		440		11.7		2,430	!	1.0	!	‡		‡		‡		‡
2 problems	130	!	9.2	!	250	!	0.3	!	70	!	5.2	!	‡		‡		‡		‡		‡		‡
3 or more problems	220	!	14.0	!	‡		‡		410		26.1		6,850	!	6.2	!	90	!	5.8	!	‡		‡

Transfers as a percentage of enrollment⁸
Less than 6 percent	170	!	4.8	!	‡		‡		130	!	3.5	!	440	!	0.2	!	‡		‡		‡		‡
6 to less than 11 percent	210		6.0		‡		‡		240		6.7		1,800	!	0.8	!	‡		1.8	!	‡		‡
11 to less than 21 percent	230		4.6		480	!	0.2	!	480		9.6		1,740		0.6	!	‡		‡		‡		‡
21 percent or more	160	!	4.8	!	930	!	‡		460		14.4		6,440	!	3.1	!	60	!	1.9	!	‡		‡

Prevalence of schoolwide disruptions⁹
No disruptions	660		4.6		2,670	!	0.3	!	1,180		8.2		10,190		1.2		170		1.2		1,720	!	0.2	!
Any disruptions	‡		10.6	!	‡		‡		120	!	13.1	!	230	!	0.4	!	‡		‡		‡		‡

Percent of students absent on a daily basis
0–2 percent	‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡		‡
3–5 percent	420		4.5		2,150	!	0.4	!	680		7.3		3,980		0.7		110	!	1.2	!	‡		‡
6–10 percent	260		5.5		820	!	0.3	!	520		11.0		5,880	!	2.1	!	90	!	1.9	!	‡		‡
More than 10 percent	‡		‡		‡		‡		90	!	16.6	!	‡		‡		‡		‡		‡		‡
#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.
¹A hate crime was defined for respondents as "a criminal offense or threat against a person, property, or society that is motivated, in whole or in part, by the offender's bias against a race, color, national origin, ethnicity, gender, religion, disability, or sexual orientation."
²Gang was defined for respondents as "an ongoing loosely organized association of three or more persons, whether formal or informal, that has a common name, signs, symbols, or colors, whose members engage, either individually or collectively, in violent or other forms of illegal behavior."
³Respondents 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.
⁴Student-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.
⁵Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁶Respondents 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?"
⁷Serious 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 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.
⁸Transfers 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.
⁹Schoolwide 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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