Skip Navigation
small NCES header image

Table 12.  Percentage of public schools reporting that removals or transfers for at least the remainder of the school year, or suspensions or removals for less than the remainder of the school year, were allowable disciplinary actions, by selected school characteristics: School year 2005–06

      Suspension or removal for less
than the remainder of the school year
  Removal or transfer   Out-of-school suspension or removal   In-school suspension
School characteristic  Removal with
no continuing
school services
for at least the
remainder of
the school year
Transfer
to
specialized
school1
Transfer
to
another
regular
school
Removal with
school-provided
tutoring/at-home
instruction for
at least the
remainder of
the school year
  No
curri-
culum/
services
provided
Curri-
culum/
services
provided
  No
curri-
culum/
services
provided
Curri-
culum/
services
provided
All public schools  49 62 35 58   68 73   20 77
                     
Level2                     
Primary  40 54 37 51   58 67   22 74
Middle  52 82 36 64   81 79   18 83
High school  69 79 32 73   87 84   16 76
Combined  68 47 26 67   80 79   21 84
                     
Enrollment size                     
Less than 300  51 53 28 58   61 69   22 77
300–499  49 59 36 59   64 71   22 75
500–999  46 65 37 55   72 75   19 77
1,000 or more  56 84 43 61   86 80   16 78
                     
Urbanicity                     
City  39 68 52 47   68 68   19 71
Urban fringe  48 65 34 60   68 75   22 74
Town  49 61 19 57   69 70   20 83
Rural  58 56 28 64   69 74   20 81
                     
Crime level where
    students live3
                   
High  47 68 50 52   78 73   25 76
Moderate  44 65 38 54   71 70   15 73
Low  51 59 32 59   66 72   22 78
Mixed  47 70 37 59   71 77   18 77
                     
Percent minority
    enrollment4
                   
Less than 5 percent  57 55 26 67   68 76   25 81
5 to 20 percent  53 62 34 67   65 75   21 79
20 to 50 percent  49 66 39 54   72 73   19 76
50 percent or more  39 64 39 46   69 70   18 73
                     
Percent of students
    eligible for free
    or reduced-price
    lunch
                   
0–20 percent  52 65 39 65   64 77   24 77
21–50 percent  51 62 34 60   69 75   22 80
More than 50 percent  46 61 34 52   70 69   18 74
                     
Percent of students
    below 15th per-
    centile on stan-
    dardized tests
                   
0–5 percent  46 56 34 54   62 68   20 75
6–15 percent  50 67 35 59   70 74   20 79
More than 15 percent  51 65 37 61   75 76   21 76
                     
Percent of students
    likely to attend
    college
                   
0–35 percent  49 65 38 57   75 71   22 76
36–60 percent  52 63 37 58   71 72   21 78
More than 60 percent  47 60 32 58   63 74   18 76
                     
Percent of students
    who consider
    academic achieve-
    ment important
                   
0–25 percent  49 64 31 58   73 67   18 69
26–50 percent  52 67 34 54   76 75   21 78
51–75 percent  53 66 37 62   71 76   22 80
More than 75 percent  45 58 35 56   63 70   19 75
                     
Percent male enrollment                     
0–44 percent  47 74 42 53   72 70   22 82
45–55 percent  49 62 35 58   69 74   19 77
More than 55 percent  50 57 30 57   62 65   27 71
                     
Student-to-FTE ratio5                    
Less than 12 students  47 56 30 58   65 72   20 77
12–16 students  50 70 36 59   72 72   20 77
More than 16 students  52 65 50 54   72 74   22 75
                     
Number of class-
    room changes6
                   
0–3 changes  41 53 36 42   60 61   22 69
4–6 changes  50 65 37 61   68 75   20 76
More than 6 changes  55 67 32 66   76 80   19 85
                     
Regular use of law
    enforcement7
                   
Regular use  52 71 37 60   79 76   19 80
No regular use  47 56 33 56   61 70   21 74
                     
Number of serious
    discipline pro-
    blems8
                   
No problems  48 58 33 55   63 70   19 75
1 problem  51 67 32 62   74 76   20 80
2 problems  49 78 49 61   83 79   26 77
3 or more problems  58 73 46 67   85 79   23 80
                     
Transfers as a per-
    centage of enroll-
    ment9
                   
0 to 6 percent  49 54 32 58   65 72   24 70
6 to 11 percent  50 64 33 60   66 74   18 80
11 to 21 percent  47 60 34 57   68 71   20 78
21 percent or more  50 68 40 56   72 73   20 77
                     
Prevalence of school-
    wide disruptions10
                   
No disruptions  48 62 34 57   68 72   20 76
Any disruptions  58 73 44 70   79 84   19 79
                     
Percent of students
    absent on a
    daily basis
                   
0–2 percent  49 62 43 54   57 68   25 77
3–5 percent  48 61 33 57   67 71   21 78
6–10 percent  50 66 34 62   74 77   17 75
More than 10 percent  48 57 44 52   73 72   24 72
                     
Prevalence of
    violent incidents11
                   
No violent incidents  40 48 30 46   45 60   19 65
Any violent incidents  51 66 36 61   75 76   21 80
1 Specialized school was defined for respondents as "a school that is specifically for students who were referred for disciplinary reasons, although the school may also have students who were referred for other reasons. The school may be at the same location as your school."
2 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.
3 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."
4 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
5 Student-to-FTE 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.
6 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
7 Respondents were asked, "During the 2005–2006 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school at least once a week?"
8 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.
9 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.
10 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.
11 Violent incidents include rape or attempted 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: Responses 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 (NCES), 2005–06 School Survey on Crime and Safety (SSOCS), 2006.


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