Skip Navigation
small NCES header image

Table 14.  Percentage of public schools reporting that specified actions other than removals, transfers and suspensions were available as disciplinary actions, by selected school characteristics: 1999–2000


School characteristic Referral to school counselor Assigned to program to reduce disciplinary problems during school hours Assigned to program to reduce disciplinary problems outside of school hours Kept off school bus due to misbehavior Corporal punishment Put on school probation Detention and/or Saturday school Loss of student privileges Require participation in community service
All public schools 94 69 51 94 26 81 75 97 46
                   
Level                  
Elementary 92 67 46 93 24 76 65 96 40
Middle 98 78 58 97 28 88 89 98 51
Secondary 99 71 61 95 26 91 93 98 61
Combined 94 61 46 95 37 86 89 98 52
                   
Enrollment size                  
Less than 300 89 62 50 93 30 82 74 96 44
300–499 95 66 46 95 31 79 73 98 39
500–999 96 73 51 94 23 81 73 97 49
1,000 or more 98 81 63 93 15 89 87 94 56
                   
Urbanicity                  
City 94 74 54 90 20 79 72 96 50
Urban fringe 94 69 48 92 15 79 74 97 43
Town 97 73 52 96 41 87 77 98 46
Rural 93 64 50 98 36 83 77 97 45
                   
Crime level where students live1                  
High 93 74 54 86 11 75 63 93 42
Moderate 92 74 52 92 34 88 74 97 44
Low 95 67 50 95 25 80 76 97 46
Mixed 92 72 52 93 26 79 74 95 47
                   
Percent minority enrollment1                  
0–5 percent 96 68 55 97 26 81 78 97 45
6–20 percent 96 65 42 96 22 82 75 98 46
21–50 percent 95 73 48 96 31 83 75 97 45
More than 50 percent 90 72 54 87 26 79 69 94 47
                   
Percent of students eligible for free/reduced-price lunch                  
0–20 percent 96 68 49 93 15 82 79 98 54
21–50 percent 96 69 49 98 27 81 76 97 42
More than 50 percent 91 71 53 91 33 81 70 95 43
                   
Percent of students below 15th percentile on standardized tests                  
0–5 percent 95 69 47 92 28 79 75 97 45
6–15 percent 95 68 52 97 26 82 76 97 46
More than 15 percent 91 71 53 91 23 82 74 96 46
                   
Percent of students likely to attend college                  
0–35 percent 90 70 53 92 30 83 73 95 39
36–60 percent 95 68 48 95 30 81 77 96 47
More than 60 percent 97 71 51 94 18 80 74 98 50
                   
Percent of students who consider academic achievement important                  
0–25 percent 98 67 54 92 29 83 81 95 40
26–50 percent 89 66 51 95 26 83 75 95 41
51–75 percent 95 69 48 94 27 80 75 98 45
More than 75 percent 95 72 52 94 24 81 73 97 50
                   
Percent male enrollment                  
0–44 percent 93 76 57 91 25 82 74 94 49
45–55 percent 95 69 49 94 25 81 76 97 45
More than 55 percent 91 67 55 94 34 80 71 98 49
                   
Student/teacher ratio1,2                  
Less than 12 94 69 49 95 31 82 76 98 47
12–16 95 70 51 94 30 82 75 95 45
More than 16 92 71 53 93 15 80 73 98 45
                   
Number of classroom changes1                  
0–3 changes 91 69 48 90 22 79 64 94 42
4–6 changes 94 68 50 94 28 80 74 97 43
More than 6 changes 98 73 55 97 26 85 86 98 53
                   
Use of paid law enforcement3                  
Regular use 96 73 56 94 27 84 79 96 49
No regular use 92 65 45 93 25 78 70 97 42
                   
Number of serious discipline problems4                  
No problems 93 66 48 94 28 79 69 96 44
1 problem 98 72 55 93 23 82 81 97 47
2 problems 94 74 52 93 27 86 80 98 51
3 or more problems 92 75 53 93 21 86 84 97 47
                   
Transfers as percentage of enrollment1,5                  
0 to 6 percent 96 66 51 93 24 79 78 97 51
6 to 11 percent 95 71 54 96 26 85 75 97 51
11 to 21 percent 92 70 49 94 30 80 74 97 43
21 percent or more 93 69 49 93 25 82 73 97 37
                   
Prevalence of schoolwide disruptions1,6                  
No disruptions 94 69 50 94 25 81 73 97 45
Any disruptions 97 76 57 94 25 90 81 98 52
                   
Percent of students absent without excuses                  
None 97 67 47 93 20 79 74 99 44
1–2 percent 93 68 49 95 29 82 76 96 46
3–5 percent 92 70 53 94 28 84 72 97 44
6–10 percent 98 75 56 93 21 81 78 95 49
More than 10 percent 93 70 47 88 22 76 81 96 54
                   
Prevalence of violent incidents1,7                  
No violent incidents 92 64 46 90 29 75 63 96 41
Any violent incidents 95 71 52 95 25 84 79 97 48
1 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.
2 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.
3 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.
4 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.
5 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.
6 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.
7 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. 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