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Table 18.  Number and percentage distribution of students in public middle schools involved in physical attacks or fights at school receiving various disciplinary actions, by selected school characteristics: School year 2009–10

 
  Disciplinary actions taken for students involved in physical attacks or fights1 at school
  Removals with no continuing services for at least the remainder of the school year     Transfers to specialized schools2     Out-of-school suspensions lasting 5 or more days but less than the remainder of the school year     Other disciplinary actions3
School characteristic Number of students   Percent of students     Number of students   Percent of students     Number of students   Percent of students     Number of students   Percent of students  
All public middle schools 1,900 ! 0.7 !   12,800 ! 4.8     64,800   24.4     201,100   75.8  
                                       
Enrollment size                                      
Less than 300             4,000 ! 23.6     11,600 ! 67.6  
300–499             8,600   21.2     32,700   80.7  
500–999 1,500 ! 1.0 !   7,100 ! 4.9     37,600   26.3     110,400   77.3  
1,000 or more 300 ! 0.4 !   3,700 ! 5.7     14,600   22.4     46,400   71.4  
                                       
Urbanicity                                      
City 400 ! 0.5 !   5,900 ! 6.7     26,300   29.8     53,000   60.1  
Suburb 1,200 ! 1.2 !   3,600 ! 3.7     24,400   25.7     80,100   84.0  
Town             5,700   16.5     27,900   80.2  
Rural             8,300   17.6     40,200   85.0  
                                       
Crime level where students live4                                      
High 300 ! 0.7 !   2,200 ! 5.8 !   11,300 ! 30.2     23,400 ! 62.4  
Moderate 1,100 ! 1.7 !   3,000 ! 4.4     23,900   35.4     42,800   63.5  
Low 200 ! 0.2 !   4,300 ! 4.3     17,000   17.0     89,700   89.5  
Mixed             12,600   20.9     45,100   75.0  
                                       
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                                      
Less than 5 percent             2,000 ! 14.4 !   10,400 ! 76.1  
5 to less than 20 percent             5,500   14.6 !   42,900 ! 113.8 !
20 to less than 50 percent             14,300   20.8     49,200   71.7  
50 percent or more 900 ! 0.6 !   8,300 ! 5.7     43,000   29.6     98,600   67.8  
                                       
Percent of students eligible for free or reduced-price lunch                                      
0–20 percent             1,700   8.3     17,200   85.2  
21–50 percent 300 ! 0.5 !   2,300 ! 3.5     13,900   20.7     48,900   72.9  
More than 50 percent 900 ! 0.5 !   10,200 ! 5.7     49,200   27.6     135,000   75.8  
                                       
Percent of students below 15th percentile on standardized tests                                      
0–5 percent             11,600   16.8     51,100   74.2  
6–15 percent 400 ! 0.4 !   4,300 ! 4.4     24,400   25.0     76,000   77.7  
More than 15 percent 1,200 ! 1.2 !   4,800 ! 4.8     28,800   29.2     74,000   74.9  
                                       
Percent of students likely to attend college                                      
0–35 percent 400 ! 0.6 !   4,400 ! 6.0     23,000   31.6     43,300   59.7  
36–60 percent             27,600   26.7     79,600   77.2  
More than 60 percent             14,200   15.9     78,200   87.2  
                                       
Percent of students who consider academic achievement important                                      
0–25 percent 300 ! 1.1 !   1,500 ! 5.7     11,500 !        
26–50 percent             14,500   24.7     41,700   70.9  
51–75 percent             21,400   24.6     59,900   68.9  
More than 75 percent             17,300   18.5     74,000   79.1  
                                       
Percent male enrollment                                      
0–44 percent             4,900 ! 26.4     14,600 ! 78.9  
45–55 percent 1,300 ! 0.6 !   11,800 ! 5.2     53,400   23.3     175,500   76.5  
More than 55 percent             6,500 ! 37.3 !   11,100 ! 63.1  
                                       
Student-to-FTE ratio5                                      
Less than 12 students             7,100 ! 22.1     24,200 ! 74.8  
12–16 students 600 ! 0.6 !   5,300 ! 5.0     25,600   24.1     86,300   81.4  
More than 16 students 1,200 ! 0.9 !   3,800 ! 3.0     32,100   25.3     90,600   71.3  
                                       
Number of classroom changes6                                      
0–3 changes                      
4–6 changes 700 ! 0.8 !   3,700 ! 4.0     27,200   29.1     81,100   86.7  
More than 6 changes   0.7 !   9,000 ! 5.4     35,900   21.4     117,200   70.1  
                                       
Regular use of law enforcement7                                      
Regular use 1,800 ! 0.8 !   11,800 ! 5.7     52,300   25.2     160,600   77.3  
No regular use             12,500   21.6     40,400   70.3  
                                       
Number of serious discipline problems8                                      
No problems 800 ! 0.7 !   4,900 ! 4.5     21,100   19.5     101,800   94.1  
1 problem             20,100   25.8     50,700   65.1  
2 problems             9,400 ! 31.0     17,900   58.7  
3 or more problems             14,100   28.9     30,800 ! 62.9  
                                       
Transfers as a percentage of enrollment9                                      
Less than 6 percent             5,400   19.4     22,100   78.9  
6 to less than 11 percent             10,000   18.4     41,000   75.6  
11 to less than 21 percent 600 ! 0.8 !   4,000 ! 5.3     20,600   26.8     51,400   66.9  
21 percent or more 200 ! 0.2 !   6,100 ! 5.7     28,800   27.1     86,600   81.4  
                                       
Prevalence of schoolwide
disruptions10
                                     
No disruptions 1,900 ! 0.8 !   11,000 ! 4.6     58,300   24.3     186,500   77.8  
Any disruptions             6,400 ! 25.1     14,600   56.8  
                                       
Percent of students absent on a daily basis                                       
0–2 percent                      
3–5 percent 700 ! 0.5 !   7,200 ! 5.3     20,400   14.8     121,800   88.2  
6–10 percent 1,100 !           35,200   33.5     66,400   63.3  
More than 10 percent                      
                                       
Prevalence of violent incidents11                                      
No violent incidents #   #     #   #     #   #     #   #  
Any violent incidents 1,900 ! 0.7 !   12,800 ! 4.8     64,800   24.4     201,100   75.8  
#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.
11Physical 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."
2Specialized school was defined for respondents as "a school that is specifically for students who were referred for disciplinary reasons, although the school may also have students who were referred for other reasons. The school may be at the same location as your school."
3Other disciplinary actions include suspension less than 5 days, detention, etc.
4Respondents 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."
5Student-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.
6Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
7Respondents 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?"
8Serious 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.
9Transfers 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.
10Schoolwide 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.
11Violent 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 that happen 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. The number of incidents, students, or disciplinary actions reported for a specified offense will not always be equal. This may be because a single incident could involve multiple students or because no disciplinary action is taken for an incident. 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).