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Table 31.  Percentage of public middle schools reporting that their efforts to reduce or prevent crime at school were limited in a major or minor way due to specified non-school-level factors, by selected school characteristics: School year 2009–10

 
School characteristic Inadequate funds   Fear of district or state reprisal   Federal, state, or district policies on disciplining special education students1   Federal policies on discipline and safety other than those for special education students1   State or district policies on discipline and safety other than those for special education students1  
All public middle schools 63.9   16.8   61.0   34.4   35.2  
                     
Enrollment size                    
Less than 300 64.1   12.3   61.5   36.1   37.7  
300–499 68.5   25.1   58.5   36.7   35.9  
500–999 61.9   14.8   62.6   33.4   33.9  
1,000 or more 62.5   16.0   59.0   31.6   35.0  
                     
Urbanicity                    
City 70.6   18.9   62.2   41.3   43.1  
Suburb 60.9   13.1   56.3   28.1   29.4  
Town 71.2   19.3   65.2   34.0   33.8  
Rural 56.6   17.8   62.6   36.3   36.1  
                     
Crime level where students live2                    
High 67.5   21.0 ! 47.1   39.8   43.3  
Moderate 71.6   24.1   70.1   42.0   42.5  
Low 60.7   13.7   59.4   32.1   31.6  
Mixed 63.7   16.7   61.0   30.3   35.0  
                     
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                    
Less than 5 percent 66.8   12.5 ! 60.0   29.3   29.3  
5 to less than 20 percent 56.9   14.2   56.2   27.2   26.4  
20 to less than 50 percent 67.9   14.3   60.5   30.2   31.4  
50 percent or more 64.9   22.4   65.4   45.0   46.8  
                     
Percent of students eligible for free or reduced-price lunch                    
0–20 percent 56.8   8.8   46.4   25.6   27.0  
21–50 percent 64.2   15.1   64.8   33.3   34.1  
More than 50 percent 66.3   21.2   63.6   38.6   39.1  
                     
Percent of students below 15th percentile on standardized tests                    
0–5 percent 60.0   11.8   55.4   26.1   27.2  
6–15 percent 62.9   18.1   63.4   37.4   38.9  
More than 15 percent 71.0   22.2   65.5   41.9   40.9  
                     
Percent of students likely to attend college                    
0–35 percent 69.2   21.4   70.1   41.7   41.4  
36–60 percent 68.0   21.5   67.7   39.6   40.0  
More than 60 percent 58.8   11.8   52.6   27.8   29.3  
                     
Percent of students who consider academic achievement important                    
0–25 percent 65.4   24.9 ! 68.5   51.8   44.3  
26–50 percent 68.2   23.8   71.3   38.6   40.3  
51–75 percent 67.5   17.9   67.4   37.4   38.4  
More than 75 percent 59.3   12.0   51.2   28.3   29.5  
                     
Percent male enrollment                    
0–44 percent 53.0   20.5   53.8   29.6   33.3  
45–55 percent 65.2   16.4   61.5   34.0   34.6  
More than 55 percent 63.2   16.8   64.8   46.4   45.3  
                     
Student-to-FTE ratio3                    
Less than 12 students 58.7   15.9   62.2   39.6   38.5  
12–16 students 61.3   18.1   59.4   32.2   33.8  
More than 16 students 67.9   16.0   62.2   34.8   35.4  
                     
Number of classroom changes4                    
0–3 changes 75.6   14.6 ! 71.6   27.9 ! 27.9 !
4–6 changes 66.7   16.7   61.7   39.2   37.3  
More than 6 changes 61.6   17.0   60.1   32.0   34.3  
                     
Regular use of law enforcement5                    
Regular use 62.5   18.4   62.8   39.2   39.6  
No regular use 66.5   13.8   57.5   25.0   26.4  
                     
Number of serious discipline problems6                    
No problems 57.7   13.4   55.7   30.2   30.5  
1 problem 71.0   18.6   62.3   37.4   37.4  
2 problems 73.8   15.5   71.7   32.1   36.5  
3 or more problems 71.4   32.3   77.2   52.0   53.7  
                     
Transfers as a percentage of enrollment7                    
Less than 6 percent 59.6   16.2   51.2   29.2   31.3  
6 to less than 11 percent 68.9   20.8   67.2   42.8   43.8  
11 to less than 21 percent 60.9   14.5   61.6   31.7   32.6  
21 percent or more 67.7   16.8   64.2   35.2   34.0  
                     
Prevalence of schoolwide
disruptions8
                   
No disruptions 63.3   17.2   60.9   33.9   34.6  
Any disruptions 73.1   11.6 ! 63.5   42.0   44.3  
                     
Percent of students absent on a daily basis                     
0–2 percent 67.0   26.7   52.4   41.7   44.4  
3–5 percent 61.6   13.7   59.6   31.9   31.6  
6–10 percent 69.0   20.9   66.6   39.8   42.2  
More than 10 percent 52.6   23.3 ! 47.4   21.5 ! 22.6 !
                     
Prevalence of violent incidents9                    
No violent incidents 59.4   12.7 ! 36.5   25.4   27.6  
Any violent incidents 64.3   17.3   63.6   35.4   36.0  
!Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
1A special education student was defined for respondents as "a child with a disability, defined as mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities, and who needs special education and related services and receives these under the Individuals with Disabilities Education Act (IDEA)."
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.
9Violent 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: Respondents were asked to rate the level of limitation in their school's efforts to reduce or prevent crime for each factor. Survey response options included "limits in major way," "limits in minor way," or "does not limit." The estimates in this table represent only those schools that reported limitations in a major or minor way. 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).