Skip Navigation
small NCES header image

Table 13.  Percentage of public schools reporting that specified disciplinary actions were allowable, by selected school characteristics: School year 2003–04


School characteristic Percentage of schools allowing specific disciplinary action
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 mis-
behavior
Corporal punish-
ment
Put on school probation Detention and/or Saturday school Loss of student privileges Require partici-
pation in community service
All public schools  93 56 29 88 17 62 71 93 34
                   
Level1                   
Primary  90 54 24 87 15 53 60 92 27
Middle  98 65 39 94 17 73 88 96 41
High school  97 59 41 88 14 82 91 95 48
Combined  97 45 28 85 35 73 82 90 44
                   
Enrollment size                   
Less than 300  89 52 24 84 18 61 67 89 31
300–499  92 53 27 89 18 58 65 91 31
500–999  94 57 30 91 17 61 73 96 34
1,000 or more  98 68 46 88 8 78 87 94 46
                   
Urbanicity                   
City  92 59 34 79 9 58 65 90 38
Urban fringe  90 55 29 88 8 61 72 93 33
Town  99 58 30 97 27 69 79 94 29
Rural  94 53 26 93 28 63 72 94 33
                   
Crime level where students live2                   
High  93 57 31 76 8 59 72 88 36
Moderate  93 63 36 86 14 63 77 95 41
Low  94 54 26 90 19 62 70 93 32
Mixed  89 53 33 91 15 61 65 93 32
                   
Percent minority enrollment3                   
Less than 5 percent  95 53 27 94 14 65 76 94 34
5 to 20 percent  95 54 27 92 17 59 70 91 33
20 to 50 percent  92 56 31 90 18 64 73 97 35
50 percent or more  90 59 33 80 14 60 67 90 34
                   
Percent of students
eligible for free or
reduced-price lunch 
                 
0–20 percent  92 53 28 87 4 59 71 93 37
21–50 percent  94 55 29 94 18 67 73 94 33
More than 50 percent  93 58 31 85 23 59 69 92 32
                   
Percent of students below 15th
percentile on standardized tests 
                 
0–5 percent  91 54 28 88 16 58 66 93 34
6–15 percent  95 56 28 91 17 61 73 94 32
More than 15 percent  92 57 33 85 17 67 73 91 36
                   
Percent of students likely
to attend college 
                 
0–35 percent  93 56 29 86 23 63 66 92 33
36–60 percent  94 57 30 92 20 62 73 94 31
More than 60 percent  93 55 30 87 9 61 73 93 36
                   
Percent of students who consider
academic achievement important 
                 
0–25 percent  93 50 27 88 20 67 77 92 39
26–50 percent  93 60 33 86 21 64 71 91 35
51–75 percent  93 53 28 91 21 64 73 95 32
More than 75 percent  93 57 29 88 10 58 67 92 33
                   
Percent male enrollment                   
0–44 percent  85 57 27 85 13 73 71 90 32
45–55 percent  94 57 30 90 17 62 72 93 33
More than 55 percent  90 49 27 82 19 58 62 92 39
                   
Student-to-teacher ratio4                   
Less than 12 students  96 55 28 88 18 62 71 92 35
12–16 students  93 57 31 90 20 62 70 94 31
More than 16 students  87 56 30 87 7 63 71 93 36
                   
Number of classroom changes5                   
0–3 changes  89 56 27 82 12 48 54 90 27
4–6 changes  92 53 27 90 16 64 71 93 33
More than 6 changes  98 61 37 92 22 72 86 96 42
                   
Regular use of law enforcement6                   
Regular use  96 60 35 88 16 69 76 93 39
No regular use  90 52 25 89 17 57 66 93 30
                   
Number of serious
discipline problems7 
                 
No problems  92 53 27 88 17 60 68 92 32
1 problem  95 61 29 89 14 61 72 95 32
2 problems  95 59 39 94 22 71 80 93 40
3 or more problems  91 65 38 86 9 72 79 96 44
                   
Transfers as a percentage
of enrollment8 
                 
0 to 6 percent  93 51 24 83 9 60 72 91 38
6 to 11 percent  95 57 36 91 17 60 75 90 34
11 to 21 percent  92 56 29 90 18 63 72 95 33
21 percent or more  93 57 29 88 20 64 66 93 32
                   
Prevalence of schoolwide
disruptions9 
                 
No disruptions  93 55 29 88 17 61 70 93 33
Any disruptions  96 65 39 93 15 72 86 96 50
                   
Percent of students
absent on a daily basis 
                 
0–2 percent  92 55 28 83 15 55 67 90 34
3–5 percent  93 54 27 91 17 61 69 95 31
6–10 percent  94 59 33 87 16 67 76 92 39
More than 10 percent  88 61 42 78 13 61 68 82 40
                   
Prevalence of violent incidents10                   
No violent incidents  90 52 22 84 13 47 53 86 24
Any violent incidents  94 57 31 89 17 65 75 94 36
1 Primary 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. High 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.
2 Respondents 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."
3 These estimates exclude data from Tennessee because schools in this state did not report estimates of student race.
4 Student-to-teacher 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.
5 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
6 Respondents were asked, "During the 2003–2004 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school on a regular basis?"
7 Serious discipline problems include student racial tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers, 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.
8 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.
9 Schoolwide 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.
10 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: Reponses were provided by the principal or the person most knowledgeable about crime and safety issues at the school.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2004.


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