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Table 19.  Percentage of public middle schools reporting the use of selected practices to involve parents in school discipline, by selected school characteristics: School year 2009–10

 
School characteristic Have a formal process to obtain parent input on policies related to school crime and discipline   Provide training or technical assistance to parents in dealing with students' problem behavior   Have a program that involves parents at school helping to maintain school discipline  
All public middle schools 57.0   51.9   21.8  
             
Enrollment size            
Less than 300 51.9   38.8   16.0  
300–499 54.1   49.0   21.4  
500–999 58.1   55.0   21.8  
1,000 or more 65.6   64.4   30.8  
             
Urbanicity            
City 63.8   59.9   30.4  
Suburb 58.1   55.8   22.2  
Town 53.5   44.8   18.3  
Rural 52.3   45.3   16.4  
             
Crime level where students live1            
High 73.7   64.7   31.7  
Moderate 61.2   53.2   30.7  
Low 52.7   49.3   15.9  
Mixed 60.1   54.3   27.3  
             
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students            
Less than 5 percent 42.9   42.1   7.0  
5 to less than 20 percent 50.4   44.2   15.1  
20 to less than 50 percent 59.8   57.7   20.5  
50 percent or more 65.1   56.8   33.2  
             
Percent of students eligible for free or reduced-price lunch            
0–20 percent 48.3   50.8   13.3  
21–50 percent 54.9   50.6   16.5  
More than 50 percent 61.8   53.2   28.9  
             
Percent of students below 15th percentile on standardized tests            
0–5 percent 54.5   44.7   16.2  
6–15 percent 54.3   52.0   18.2  
More than 15 percent 65.0   62.2   35.6  
             
Percent of students likely to attend college            
0–35 percent 59.1   45.8   24.4  
36–60 percent 57.0   49.1   23.6  
More than 60 percent 56.1   56.4   19.5  
             
Percent of students who consider academic achievement important            
0–25 percent 68.1   57.1   28.0  
26–50 percent 57.9   45.6   21.2  
51–75 percent 55.5   46.4   23.6  
More than 75 percent 56.2   57.7   20.0  
             
Percent male enrollment            
0–44 percent 49.9   53.5   25.6  
45–55 percent 57.8   52.2   21.6  
More than 55 percent 56.8   45.9   19.7  
             
Student-to-FTE ratio2            
Less than 12 students 56.7   51.5   23.4  
12–16 students 56.3   51.3   20.9  
More than 16 students 57.8   52.6   22.2  
             
Number of classroom changes3            
0–3 changes 44.2   57.1   31.2  
4–6 changes 59.7   52.7   25.1  
More than 6 changes 56.0   51.2   19.4  
             
Regular use of law enforcement4            
Regular use 61.5   56.0   25.7  
No regular use 48.1   43.7   14.2  
             
Number of serious discipline problems5            
No problems 57.3   53.2   22.1  
1 problem 52.4   46.8   16.8  
2 problems 60.5   51.9   20.0  
3 or more problems 63.5   56.8   34.0  
             
Transfers as a percentage of enrollment6            
Less than 6 percent 49.6   54.1   20.8  
6 to less than 11 percent 56.0   49.4   20.0  
11 to less than 21 percent 58.7   52.9   21.0  
21 percent or more 63.6   50.6   26.1  
             
Prevalence of schoolwide
disruptions7
           
No disruptions 56.5   51.1   21.2  
Any disruptions 65.2   63.4   31.0  
             
Percent of students absent on a daily basis             
0–2 percent 70.0   52.9   14.5  
3–5 percent 55.0   53.7   21.1  
6–10 percent 59.4   47.4   24.8  
More than 10 percent 54.2   59.3   17.4  
             
Prevalence of violent incidents8            
No violent incidents 48.5   41.1   19.0  
Any violent incidents 57.9   53.0   22.1  
!Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate's value.
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.
7Schoolwide 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.
8Violent 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: Detail may not sum to totals, because schools may have reported using more than one of these practices. 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).