Skip Navigation
small NCES header image

Table 13.  Percentage of public schools reporting that removals for at least one year, transfers, or suspensions for less than one year were available as disciplinary actions, by selected school characteristics: 1999–2000


School characteristic Removal or transfer for at least 1 year   Suspension or removal for less than 1 year
Removal with no continuing school services Transfer to specialized school1 Transfer to another regular school Transfer to school-provided tutoring/at-home instruction   Out of school suspension   In-school suspension
  No curriculum/ services provided Curriculum/ services provided   No curriculum/ services provided Curriculum/ services provided
All public schools 69 75 62 77   70 88   49 86
                     
Level                    
Elementary 67 72 67 75   69 87   53 84
Middle 68 80 55 80   67 90   42 91
Secondary 82 82 53 82   75 89   43 84
Combined 71 74 43 76   80 90   49 89
                     
Enrollment size                    
Less than 300 74 69 58 78   78 91   55 84
300–499 72 71 61 77   71 88   48 86
500–999 66 80 63 76   67 87   49 87
1,000 or more 63 84 68 78   63 87   38 86
                     
Urbanicity                    
City 62 80 74 68   62 82   44 83
Urban fringe 63 81 67 83   66 89   48 86
Town 83 70 55 80   78 90   51 88
Rural 76 67 49 76   77 91   52 86
                     
Crime level where students live2                    
High 67 86 76 60   62 82   36 81
Moderate 67 78 65 77   68 87   49 86
Low 72 73 59 78   72 89   52 86
Mixed 60 79 66 78   67 86   40 84
                     
Percent minority enrollment2                    
0–5 percent 77 70 50 83   73 93   57 89
6–20 percent 74 75 60 80   74 88   46 84
21–50 percent 64 81 68 78   71 89   48 85
More than 50 percent 61 78 72 68   62 82   42 82
                     
Percent of students eligible for free/reduced-price lunch                    
0–20 percent 71 79 60 86   72 91   51 87
21–50 percent 72 73 58 77   73 90   48 87
More than 50 percent 66 74 66 70   66 84   49 84
                     
Percent of students below 15th percentile on standardized tests                    
0–5 percent 70 72 58 78   70 89   48 84
6–15 percent 70 75 60 80   71 90   51 88
More than 15 percent 68 79 67 72   68 85   48 84
                     
Percent of students likely to attend college                    
0–35 percent 72 79 64 72   72 87   52 87
36–60 percent 71 71 58 78   71 86   49 85
More than 60 percent 66 76 63 80   68 91   46 86
                     
Percent of students who consider academic achievement important                    
0–25 percent 64 75 55 75   69 84   51 91
26–50 percent 79 73 60 76   76 88   48 85
51–75 percent 67 75 61 75   70 89   50 85
More than 75 percent 67 76 64 79   68 89   48 85
                     
Percent male enrollment                    
0–44 percent 77 83 72 80   73 90   53 87
45–55 percent 69 74 60 77   69 88   48 86
More than 55 percent 66 74 62 74   73 87   49 80
                     
Student/teacher ratio2,3                    
Less than 12 69 73 54 78   71 89   49 87
12–16 72 79 61 77   70 87   47 85
More than 16 67 73 71 76   69 89   50 85
                     
Number of classroom changes2                    
0–3 changes 69 76 69 75   72 86   56 79
4–6 changes 68 75 63 76   70 88   48 86
More than 6 changes 71 73 53 79   67 91   44 90
                     
Use of paid law enforcement4                    
Regular use 72 77 59 76   68 88   44 86
No regular use 67 73 64 78   72 88   54 85
                     
Number of serious discipline problems5                    
No problems 70 75 64 77   73 89   54 85
1 problem 68 69 58 77   67 89   47 85
2 problems 74 78 60 78   66 87   40 87
3 or more problems 64 82 60 76   66 86   40 87
                     
Transfers as percentage of enrollment2,6                    
0 to 6 percent 71 81 64 80   71 91   53 87
6 to 11 percent 73 73 61 78   72 89   53 84
11 to 21 percent 67 70 54 75   71 87   47 85
21 percent or more 69 77 66 77   68 85   46 86
                     
Prevalence of schoolwide disruptions2,7                    
No disruptions 69 75 61 77   70 88   49 86
Any disruptions 73 79 62 75   69 88   43 83
                     
Percent of students absent without excuses                    
None 70 74 63 82   74 94   57 89
1–2 percent 71 72 58 76   69 90   48 85
3–5 percent 68 76 62 77   71 82   45 83
6–10 percent 68 81 65 73   66 85   45 86
More than 10 percent 65 83 70 77   66 86   59 88
                     
Prevalence of violent incidents2,8                    
No violent incidents 64 74 64 74   68 88   56 83
Any violent incidents 72 76 61 78   71 88   46 87
1 Specialized school was defined for respondents as, "a school that is specifically for students who were referred for disciplinary reasons. The school may also have students who were referred for other reasons. The school may be at the same location as your school."
2 Some schools are omitted from these categories because of missing data on their school characteristics. For this reason, the detailed results do not sum to the totals. See appendix J of 2000 School Survey on Crime and Safety (SSOCS) Detailed Data Documentation (NCES 2004-307) for further information.
3 Student/teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time equivalent teachers. The total number of full-time equivalent teachers is a combination of the full-time and part-time teachers, including special education teachers, with an adjustment to compensate for the part-time status.
4 Schools were included as regularly using paid law enforcement if they reported the use of paid law enforcement during any of the following times: at any time during school hours, while students were arriving or leaving, at selected school activities (e.g., athletic and social events, open houses, science fairs), or at any other time that the respondent specified.
5 Serious discipline problems is a count of discipline problems reported by principals. These discipline problems include student racial tensions, student bullying, student verbal abuse of teachers, widespread disorder in classrooms, and student acts of disrespect for teachers. If a principal 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. Undesirable gang activities and undesirable cult or extremist group activities were also counted once as a problem if the principal reported that these events occurred at all in their school.
6 Transfers 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.
7 Schoolwide disruptions include actions that disrupted school activities such as bomb threats or anthrax threats. Respondents were instructed to exclude all fire alarms, including false alarms.
8 Violent incidents include 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 of rounding. "At school/at your school" was defined for respondents as including activities happening in school buildings, on school grounds, on school buses, and at places that are holding school-sponsored events or activities. Respondents were instructed to, unless the survey specified otherwise, only respond for those times that were during normal school hours or when school activities/events were in session. A gang was defined for respondents as, "an ongoing loosely organized association of three or more persons, whether formal or informal, that has a common name, signs, symbols or colors, whose members engage, either individually or collectively, in violent or other forms of illegal behavior." Elementary schools are defined as schools in which the lowest grade is not higher than grade 3 and the highest grade is not higher than grade 8. 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. Secondary schools are defined as schools in which the lowest grade is not lower than grade 9 and the highest grade is not higher than grade 12. Combined schools include all other combinations of grades, including K–12 schools.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2000.


Would you like to help us improve our products and website by taking a short survey?

YES, I would like to take the survey

or

No Thanks

The survey consists of a few short questions and takes less than one minute to complete.
National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education