Table. Number and percentage of public middle schools reporting disruptions at school from unplanned fire alarms, 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 2015

Crime and Safety Surveys

Publications & Products|SSOCS & SCS Table Library|Staff

Back

Download Excel

(108 KB)

Download SE Excel

(26 KB)

Table 07. Number and percentage of public middle schools reporting disruptions at school from unplanned fire alarms, 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 2015–16
		Total disruptions								Disruptions from unplanned fire alarms								Disruptions from death threats, bomb threats, or chemical, biological, or radiological threats
School characteristic	Total number of schools	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	15,600	5,000		32.1		10,000		1.0		4,100		26.4		7,500		0.8		1,400		9.2		2,500		0.3

Enrollment size
Less than 300	2,800	700		23.2		900	!	1.4		600		22.0		900	!	1.3	!	‡		‡		‡		‡
300–499	3,500	900		25.8		2,100		1.4		700		19.3		1,400		1.0		400		11.8		700		0.4	!
500–999	7,400	2,600		35.5		5,000		0.9		2,100		27.7		3,500		0.7		800		10.6		1,400		0.3
1,000 or more	1,900	800		44.0		2,000		0.9		800		40.8		1,600		0.7		200		11.4		400		0.2

Locale
City	3,800	1,500		38.6		3,700		1.4		1,200		30.5		2,600		1.0		400		11.2		1,100	!	0.4	!
Suburb	5,600	1,800		32.2		3,300		0.8		1,500		27.0		2,500		0.6		500		9.2		700		0.2
Town	2,700	800		29.2		1,700		1.3		600		21.1		1,200		0.9		300		10.8		500	!	0.4	!
Rural	3,500	1,000		27.3		1,400		0.9		900		24.8		1,200		0.8		200	!	6.0	!	200	!	0.1	!

Crime level where students live¹
High	1,000	400		42.9		1,200	!	2.2		400		40.0		1,100	!	1.9	!	100	!	12.9	!	200	!	0.3	!
Moderate	3,300	1,000		29.5		2,300		1.2		700		20.1		1,600		0.8		400		12.7		800	!	0.4	!
Low	9,300	2,900		31.2		4,800		0.8		2,400		26.4		3,700		0.6		700		7.6		1,100		0.2
Mixed	2,000	700		35.8		1,700	!	1.2		600		30.1		1,200		0.8		200	!	9.3	!	‡		‡

Percent combined enrollment of Black, Hispanic, Asian, Pacific Islander, and American Indian/ Alaska Native students, and students of Two or more races
Less than 5 percent	800	‡		16.6	!	200	!	0.7	!	100	!	‡		‡		‡		‡		‡		‡		‡
5 to less than 20 percent	4,000	1,100		27.5		1,800		0.8		900		22.3		1,400		0.7		300		7.6		400		0.2
20 to less than 50 percent	4,600	1,500		33.7		2,500		0.8		1,300		28.7		2,000		0.6		400		7.8		500		0.2
50 percent or more	6,200	2,200		35.9		5,500		1.3		1,800		28.9		4,000		1.0		700		11.7		1,500		0.4

Percent of students eligible for free or reduced-price lunch
0–25 percent	2,700	800		29.0		1,300		0.6		700		24.8		1,000		0.5		200		6.1		200	!	0.1	!
26–50 percent	4,400	1,500		34.6		2,700		1.0		1,300		29.3		1,900		0.7		400		8.2		800	!	0.3	!
50–75 percent	4,800	1,400		28.9		2,700		0.9		1,100		23.4		1,900		0.6		500		9.6		800	!	0.3	!
More than 75 percent	3,700	1,300		35.6		3,400		1.6		1,000		27.8		2,800		1.3		500		12.2		700		0.3

Percent of students below 15th percentile on standardized tests
0–5 percent	4,100	1,100		28.1		1,900		0.8		900		22.4		1,600		0.6		300		7.8		400		0.1	!
6–15 percent	5,900	2,100		35.6		3,500		0.9		1,700		28.9		2,600		0.7		600		9.8		900		0.2
More than 15 percent	5,700	1,800		31.5		4,600		1.3		1,500		26.6		3,300		1.0		600		9.8		1,200	!	0.4

Percent of students likely to attend college
0–35 percent	3,500	1,200		34.4		2,500		1.4		1,000		29.7		2,100		1.1		300		8.1		400	!	0.2	!
36–60 percent	4,400	1,500		33.7		2,900		1.1		1,200		26.8		2,000		0.8		500		12.1		900		0.3	!
More than 60 percent	7,700	2,300		30.2		4,600		0.9		1,900		24.6		3,400		0.7		600		8.1		1,200		0.2	!

Percent of students who consider academic achievement very important
0–25 percent	1,100	300	!	30.0		800	!	1.3	!	200	!	21.5		600	!	1.1	!	100	!	11.4	!	‡		0.3	!
26–50 percent	3,300	1,200		37.6		2,700		1.4		1,000		31.0		1,600		0.9		400		12.6		1,000	!	0.6	!
51–75 percent	4,500	1,500		32.0		3,100		1.1		1,300		27.6		2,600		0.9		300		6.8		500	!	0.2
More than 75 percent	6,700	2,000		29.9		3,500		0.8		1,600		24.0		2,600		0.6		600		8.9		900		0.2

Percent male enrollment
0–44 percent	1,000	200	!	17.4	!	‡		0.6	!	‡		15.4	!	‡		‡		‡		‡		‡		‡
45–55 percent	13,800	4,600		33.2		9,000		1.0		3,700		27.0		6,600		0.8		1,300		9.7		2,400		0.3
More than 55 percent	800	300		31.3		700	!	1.7	!	200	!	29.1		600	!	1.6	!	100	!	‡		100	!	‡

Student-to-FTE ratio²
Less than 12 students	1,900	600		33.6		1,200		1.6		500		28.3		1,000		1.3		‡		7.5	!	200	!	0.3	!
12–16 students	6,300	1,800		27.9		3,700		1.0		1,400		21.9		2,600		0.7		600		9.8		1,100		0.3
More than 16 students	7,300	2,600		35.4		5,100		0.9		2,200		29.7		3,900		0.7		700		9.2		1,200		0.2	!

Number of classroom changes³
0–3 changes	700	200	!	24.7	!	200	!	0.6	!	200	!	22.3	!	200	!	0.5	!	‡		‡		‡		‡
4–6 changes	5,800	1,700		29.4		4,600		1.2		1,400		24.0		3,300		0.9		500		9.3		1,300	!	0.3	!
More than 6 changes	9,100	3,100		34.4		5,200		0.9		2,600		28.2		4,000		0.7		900		9.7		1,200		0.2

Regular use of security staff⁴
Regular use	11,500	4,000		34.7		8,300		1.0		3,300		28.7		6,100		0.8		1,200		10.2		2,200		0.3
No regular use	4,100	1,000		25.0		1,800		1.0		800		19.7		1,400		0.8		300		6.5		400		0.2

Number of serious discipline problems⁵
No problems	10,600	3,200		29.7		5,400		0.9		2,700		25.5		4,200		0.7		800		7.3		1,200		0.2
1 problem	2,600	900		32.4		1,800		1.0		600		21.4		1,300		0.7		300	!	13.1		500	!	0.3
2 problems	1,200	500		42.5		1,700	!	1.9	!	400		35.7		1,100	!	1.3		200	!	14.2		‡		‡
3 or more problems	1,100	500		43.1		1,100		1.4		400		36.5		900		1.1		100	!	13.1	!	300	!	0.3	!

Transfers as a percentage of enrollment⁶
Less than 6 percent	4,600	1,600		34.8		3,500		1.1		1,300		29.3		2,500		0.8		500		10.5		1,000	!	0.3	!
6 to less than 11 percent	3,800	800		21.7		1,200		0.5		600		16.5		900		0.4		200	!	6.2	!	300	!	0.1	!
11 to less than 21 percent	4,700	1,600		33.5		3,100		1.1		1,300		27.6		2,200		0.8		500		9.7		900	!	0.3	!
21 percent or more	2,500	1,000		40.3		2,200		1.5		800		33.4		2,000		1.4		300		10.7		300		0.2

Percent of students absent on a daily basis
0–2 percent	1,500	400		24.8		600		0.6		300		22.0		500		0.5		100	!	6.4	!	100	!	0.1	!
3–5 percent	9,500	3,200		33.7		6,900		1.1		2,700		28.0		5,200		0.9		900		9.0		1,600		0.3
6–10 percent	3,900	1,200		31.8		2,200		0.9		1,000		24.8		1,500		0.7		400		10.1		600	!	0.3
More than 10 percent	700	200	!	29.0	!	‡		1.0	!	200	!	22.8	!	‡		‡		100	!	14.4	!	‡		0.3	!

Prevalence of violent incidents⁷
No violent incidents	1,900	400		23.1		800		0.8	!	400		21.8		700	!	0.7	!	100	!	‡		100	!	0.1	!
Any violent incidents	13,700	4,600		33.4		9,300		1.1		3,700		27.0		6,800		0.8		1,400		10.0		2,500		0.3
! 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. Either there are too few cases for a reliable estimate or the standard error represents more than 50 percent of the estimate.
¹ Respondents 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.
⁴Regular use of security staff includes full- or part-time school resource officers, sworn law enforcement officers, or security guards or security personnel present at school at least once a week.
⁵Serious discipline problems include student racial/ethnic tensions, student bullying, student sexual harassment of other students, student harassment of other students based on sexual orientation, student harassment of other students based on gender identity, widespread disorder in classrooms, student verbal abuse of teachers, student acts of disrespect for teachers other than verbal abuse, and gang 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 assault other than rape (including threatened rape), physical attack or fight with or without a weapon, threat of physical attack with or without a weapon, and robbery (taking things with force) 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. Middle schools are defined as schools in which the lowest grade is not lower than grade 4 and the highest grade is not higher than grade 9. 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, National Center for Education Statistics, 2015–16 School Survey on Crime and Safety (SSOCS), 2016.

Back

Download Excel

(45 KB)

Download SE Excel

(42 KB)