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Table 17.  Number and percentage distribution of disciplinary actions taken for possession of a firearm/explosive device, by selected school characteristics: 1999–2000


School characteristic Total offenses   Removals   Transfers to
specialized schools1
  Out-of-school suspensions   Other   No disciplinary action
Number   Number Percent   Number Percent   Number Percent   Number Percent   Number Percent
All public schools 8,194   1,239 15   1,271 16   4,052 49   1,481 18   151 2
                                 
Level                                
Elementary 1,642     # #   995 61   552 34   # #
Middle 2,625   327 12   395 15   1,290 49   550 21  
Secondary 3,644   695 19   824 23   1,720 47   317 9  
Combined 283   123 43     47 17     # #
                                 
Enrollment size                                
Less than 300 324   86 27        
300–499 1,391   97 7   83 6   671 48   432 31  
500–999 3,466   529 15   517 15   1,769 51   651 19   # #
1,000 or more 3,013   527 17   646 21   1,558 52   283 9   # #
                                 
Urbanicity                                
City 2,554   396 16   681 27   1,280 50   177 7  
Urban fringe 3,394   405 12   273 8   2,007 59   709 21   # #
Town 485   156 32   112 23   169 35   48 10   # #
Rural 1,761   282 16   205 12   596 34   547 31  
                                 
Crime level where students live2                                
High 922   138 15   276 30   276 30   232 25   # #
Moderate 2,217   362 16   297 13   1,281 58   277 13   # #
Low 3,714   638 17   350 9   1,788 48   788 21   151 4
Mixed 1,294   92 7   311 24   708 55   184 14   # #
                                 
Percent minority enrollment2                                
0–5 percent 962   230 24   134 14   375 39   136 14  
6–20 percent 1,526   207 14   191 13   746 49   319 21  
21–50 percent 1,972   268 14   177 9   1,016 52   512 26   # #
More than 50 percent 3,630   499 14   738 20   1,906 53   488 13   # #
                                 
Percent of students eligible for free/reduced-price lunch                                
0–20 percent 1,942   333 17   248 13   951 49   322 17  
21–50 percent 3,455   607 18   384 11   1,926 56   476 14  
More than 50 percent 2,798   299 11   640 23   1,176 42   683 24   # #
                                 
Percent of students below 15th percentile on standardized tests                                
0–5 percent 1,091   215 20   125 12   401 37   329 30  
6–15 percent 3,243   509 16   327 10   1,980 61   295 9  
More than 15 percent 3,861   515 13   819 21   1,671 43   856 22   # #
                                 
Percent of students likely to attend college                                
0–35 percent 2,657   146 5   559 21   1,187 45   766 29   # #
36–60 percent 3,128   636 20   446 14   1,520 49   418 13  
More than 60 percent 2,409   457 19   267 11   1,346 56   297 12  
                                 
Percent of students who consider academic achievement important                                
0–25 percent 729   101 14   57 8   245 34   326 45   # #
26–50 percent 2,393   348 15   371 15   1,203 50   384 16  
51–75 percent 2,728   417 15   471 17   1,304 48   492 18  
More than 75 percent 2,344   373 16   372 16   1,300 55   279 12  
                                 
Percent male enrollment                                
0–44 percent 783   91 12   41 5   444 57   207 26   # #
45–55 percent 6,994   1,130 16   1,092 16   3,484 50   1,137 16   151 2
More than 55 percent 417     138 33   125 30   137 33   # #
                                 
Student/teacher ratio2,3                                
Less than 12 1,582   178 11   335 21   579 37   428 27  
12–16 3,016   559 19   415 14   1,567 52   386 13  
More than 16 3,345   470 14   438 13   1,794 54   644 19   # #
                                 
Number of classroom changes2                                
0–3 changes 457   66 14   31 7   361 79   # #   # #
4–6 changes 4,946   715 14   927 19   2,376 48   927 19   # #
More than 6 changes 2,488   384 15   254 10   1,246 50   453 18   151 6
                                 
Use of paid law enforcement4                                
Regular use 6,941   1,154 17   1,248 18   3,304 48   1,127 16  
No regular use 1,253       748 60   354 28  
                                 
Number of serious discipline problems5                                
No problems 2,855   241 8   313 11   1,450 51   763 27  
1 problem 1,491   488 33   185 12   673 45   145 10   # #
2 problems 1,971   251 13   431 22   885 45   341 17  
3 or more problems 1,878   259 14   342 18   1,044 56   233 12   # #
                                 
Transfers as percentage of enrollment2,6                                
0 to 6 percent 2,260   377 17   361 16   1,284 57   238 11   # #
6 to 11 percent 1,503   314 21   204 14   757 50   209 14  
11 to 21 percent 1,389   246 18   233 17   678 49   189 14  
21 percent or more 2,391   237 10   379 16   1,032 43   744 31   # #
                                 
Prevalence of schoolwide disruptions2,7                                
No disruptions 6,126   859 14   854 14   3,158 52   1,193 19   63 1
Any disruptions 1,395   316 23   203 15   737 53   139 10   # #
                                 
Percent of students absent without excuses                                
None 463   59 13   # #   174 38   122 26  
1–2 percent 2,656   380 14   211 8   1,447 54   574 22  
3–5 percent 2,496   380 15   418 17   1,307 52   392 16   # #
6–10 percent 1,535   267 17   355 23   682 44   231 15   # #
More than 10 percent 1,044   153 15   287 28   441 42   162 16   # #
                                 
Prevalence of violent incidents2,8                                
No violent incidents 435   103 24     289 66   # #   # #
Any violent incidents 7,137   1,060 15   1,229 17   3,227 45   1,470 21   151 2
# Rounds to zero.
‡ Reporting standards not met.
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. "Firearm/explosive device" was defined for respondents as, "any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage." 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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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education