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

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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 school ¹	Transfer to another regular school	Transfer to school-provided tutoring/at-home instruction	Out of school suspension		In-school suspension
	Removal with no continuing school services	Transfer to specialized school ¹	Transfer to another regular school	Transfer to school-provided tutoring/at-home instruction	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 live ²
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 enforcement ⁴
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 problems ⁵
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.

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