Table 30. 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 school-level factors, by selected school characteristics: School year 2009

School Survey on Crime and Safety (SSOCS)

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Table 30. 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 school-level factors, by selected school characteristics: School year 2009–10


School characteristic	Lack of or inadequate teacher training in classroom management	Lack of or inadequate alternative placements or programs for disruptive students	Likelihood of complaints from parents		Lack of teacher support for school policies		Lack of parental support for school policies	Teachers’ fear of student retaliation		Fear of litigation		Inconsistent application of school policies by faculty or staff
All public middle schools	43.8	62.1	31.9		24.9		49.9	18.6		29.5		49.7

Enrollment size
Less than 300	42.9	59.7	36.4		20.0		50.9	19.7		26.8		46.3
300–499	40.6	65.3	33.5		23.9		51.6	19.0		31.7		47.0
500–999	45.7	62.5	29.2		27.6		48.9	17.9		29.3		51.2
1,000 or more	43.6	58.4	32.2		24.0		48.9	19.2		29.8		54.1

Urbanicity
City	54.3	67.5	37.5		33.5		58.4	25.1		32.1		57.8
Suburb	36.0	57.1	22.7		22.5		42.3	16.8		24.9		48.1
Town	49.1	71.8	41.2		27.8		57.5	17.8		35.3		51.5
Rural	40.2	56.8	31.5		18.5		46.3	15.9		28.6		43.5

Crime level where students live¹
High	63.7	77.1	34.9		38.0		63.6	25.3		19.4		45.1
Moderate	54.4	65.3	38.1		37.3		66.0	27.4		38.9		63.2
Low	36.6	57.4	30.7		17.8		41.2	14.5		28.1		43.7
Mixed	47.1	69.1	26.4		29.0		54.4	19.3		26.2		55.8

Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students
Less than 5 percent	29.5	62.1	30.2		12.0		42.2	12.9		26.6		36.1
5 to less than 20 percent	33.0	58.2	26.4		14.9		42.6	12.8		29.0		41.3
20 to less than 50 percent	42.4	58.8	30.4		25.0		46.2	16.1		29.7		49.8
50 percent or more	58.1	67.6	37.7		37.2		61.0	27.0		30.7		61.0

Percent of students eligible for free or reduced-price lunch
0–20 percent	25.8	49.3	23.7		16.1		35.8	13.8		27.6		37.9
21–50 percent	38.4	64.1	33.0		18.7		45.8	18.0		31.2		46.2
More than 50 percent	54.5	65.5	34.1		32.8		58.2	20.9		28.9		56.7

Percent of students below 15th percentile on standardized tests
0–5 percent	35.8	55.4	25.6		18.6		43.6	12.8		27.2		38.8
6–15 percent	43.6	64.1	36.5		24.8		50.7	17.2		30.6		51.7
More than 15 percent	55.7	68.9	33.8		34.5		57.9	29.5		30.9		62.4

Percent of students likely to attend college
0–35 percent	55.5	70.3	36.4		32.9		58.3	20.0		27.3		55.6
36–60 percent	48.5	64.9	34.3		27.9		55.7	22.3		31.4		54.7
More than 60 percent	35.5	56.8	28.3		19.5		42.4	15.6		29.2		43.9

Percent of students who consider academic achievement important
0–25 percent	62.0	75.0	43.0		42.0		72.0	25.4		31.4		66.0
26–50 percent	52.8	72.0	38.3		31.9		60.8	21.9		30.2		57.0
51–75 percent	45.6	64.7	31.0		27.7		54.9	20.9		34.4		54.6
More than 75 percent	36.2	54.4	28.3		17.8		38.9	14.8		25.5		41.0

Percent male enrollment
0–44 percent	42.0	67.3	38.6		23.9		48.1	20.6		21.7		37.0
45–55 percent	43.5	62.0	30.9		25.3		49.6	18.0		29.3		51.3
More than 55 percent	49.2	56.1	35.2		22.6		56.6	23.4		42.7		48.2

Student-to-FTE ratio²
Less than 12 students	54.2	54.5	32.2		23.3		54.9	21.9		35.3		49.9
12–16 students	38.5	58.7	31.8		24.1		51.0	17.3		24.5		48.5
More than 16 students	45.2	67.8	31.9		26.3		47.3	18.9		32.2		50.8

Number of classroom changes³
0–3 changes	65.8	68.7	24.9	!	17.4	!	58.9	‡		21.3	!	58.0
4–6 changes	44.7	63.8	34.9		25.5		48.1	18.6		29.7		46.5
More than 6 changes	42.1	60.8	30.4		25.0		50.5	19.0		29.7		51.2

Regular use of law enforcement⁴
Regular use	46.6	62.3	36.0		29.7		53.9	22.6		30.6		53.4
No regular use	38.2	61.8	23.8		15.6		42.0	10.7		27.3		42.4

Number of serious discipline problems⁵
No problems	35.9	56.4	28.8		17.0		43.6	13.4		25.8		40.9
1 problem	48.0	59.5	33.5		29.4		57.9	22.6		33.4		58.3
2 problems	53.0	78.6	34.9		32.5		53.2	21.8		31.1		57.8
3 or more problems	68.0	84.5	42.0		50.3		61.5	34.5		38.3		69.5

Transfers as a percentage of enrollment⁶
Less than 6 percent	33.2	53.5	34.2		22.8		38.4	18.6		26.9		44.5
6 to less than 11 percent	45.6	70.5	34.5		22.5		53.7	20.6		35.6		53.6
11 to less than 21 percent	44.1	62.0	27.9		22.0		49.5	15.7		28.4		46.1
21 percent or more	52.8	62.7	32.7		34.5		58.9	21.1		27.3		56.8

Prevalence of schoolwide disruptions⁷
No disruptions	43.6	62.2	32.4		24.8		49.7	18.8		30.2		49.7
Any disruptions	45.8	61.8	24.7		27.3		53.1	16.1	!	18.1		50.3

Percent of students absent on a daily basis
0–2 percent	36.5	62.3	31.6		24.2		37.0	20.6	!	20.0	!	44.7
3–5 percent	39.8	60.1	28.9		21.9		47.5	15.4		29.6		46.7
6–10 percent	53.9	66.9	38.2		32.0		57.3	24.6		31.0		56.5
More than 10 percent	34.1	54.8	28.8		17.5	!	43.5	20.3	!	26.2		48.8

Prevalence of violent incidents⁸
No violent incidents	25.6	48.9	28.8		9.9	!	33.2	15.8		33.6		27.0
Any violent incidents	45.7	63.5	32.2		26.5		51.6	18.9		29.1		52.1
!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.
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: 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).

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