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Table 13.  Percentage of public schools reporting that specified disciplinary actions were allowable, by selected school characteristics: School year 2005–06

  Percentage of schools allowing specific disciplinary action
School characteristic Referral to school counselor Assigned to a program to reduce disciplinary problems during school hours Assigned to a program to reduce disciplinary problems outside of school
hours
Kept off school bus due to misbe-
havior
Corporal punish-
ment
  Put on school proba-
tion
Detention and/or Saturday school Loss of student privileges Require partici-
pation in community service
All public schools  94 54 35 86 15   60 70 94 30
                     
Level1                     
Primary  92 51 30 82 12   49 56 93 22
Middle  98 64 46 94 15   71 89 96 41
High school  98 57 44 85 13   81 92 95 47
Combined  93 48 34 88 34   74 82 92 31
                     
Enrollment size                     
Less than 300  93 47 31 79 18   58 68 91 25
300–499  93 56 34 89 16   55 61 93 25
500–999  95 54 34 87 14   60 71 95 33
1,000 or more  98 65 50 87 8   76 89 95 45
                     
Urbanicity                     
City  91 57 39 76 5   54 65 93 33
Urban fringe  94 52 34 85 8   60 71 94 30
Town  96 55 33 94 27   65 67 95 31
Rural  96 53 34 91 26   63 73 94 28
                     
Crime level where
    students live2
                   
High  92 65 45 75 10   60 69 95 39
Moderate  93 54 39 80 15   57 68 95 31
Low  95 51 32 88 16   59 69 93 28
Mixed  95 61 36 90 11   69 74 94 33
                     
Percent minority
    enrollment3
                   
Less than 5 percent  96 52 41 88 14   62 77 93 25
5 to 20 percent  95 53 28 89 11   58 69 93 29
20 to 50 percent  94 54 33 87 19   59 67 95 33
50 percent or more  92 56 40 79 12   60 69 93 32
                     
Percent of students
    eligible for free
    or reduced-price
    lunch
                   
0–20 percent  93 47 35 83 3   61 69 93 33
21–50 percent  96 58 33 89 15   60 73 96 28
More than 50 percent 94 55 37 84 21   60 67 93 30
                     
Percent of students
    below 15th per-
    centile on stan-
    dardized tests
                   
0–5 percent  94 50 32 83 13   56 65 92 28
6–15 percent  95 55 35 88 15   63 70 95 30
More than 15 percent 93 58 39 85 16   62 76 94 34
                     
Percent of students
    likely to attend
    college
                   
0–35 percent  93 55 39 84 20   61 66 94 31
36–60 percent  96 58 38 91 16   62 74 95 29
More than 60 percent 94 51 31 82 10   57 69 93 30
                     
Percent of students
    who consider
    academic achieve-
    ment important
                   
0–25 percent  90 56 40 75 24   60 72 88 33
26–50 percent  94 53 38 86 21   65 69 95 31
51–75 percent  95 57 35 88 14   64 76 96 32
More than 75 percent 95 53 33 85 11   55 65 93 28
                     
Percent male enrollment                    
0–44 percent  97 51 40 81 15   61 65 89 27
45–55 percent  94 54 35 87 15   60 70 95 31
More than 55 percent  92 55 35 80 16   57 66 90 28
                     
Student-to-FTE ratio4                    
Less than 12 students  95 54 35 84 16   59 68 93 28
12–16 students  95 54 33 91 18   60 69 94 33
More than 16 students  89 54 41 78 6   64 75 96 32
                     
Number of class-
    room changes5
                   
0–3 changes  89 49 30 78 11   48 56 92 21
4–6 changes  95 57 36 88 14   60 69 94 29
More than 6 changes  97 55 39 89 20   70 84 95 39
                     
Regular use of law
    enforcement6
                   
Regular use  98 61 42 87 17   70 79 94 38
No regular use  92 49 30 84 13   53 63 93 24
                     
Number of serious
    discipline pro-
    blems7
                   
No problems  94 51 33 83 16   57 66 92 27
1 problem  96 58 34 88 12   65 75 95 37
2 problems  92 70 45 92 7   67 75 98 38
3 or more problems  96 60 44 90 13   71 83 96 35
                     
Transfers as a per-
    centage of enroll-
    ment8
                   
0 to 6 percent  91 42 32 79 10   54 70 89 25
6 to 11 percent  97 60 39 89 15   60 70 92 32
11 to 21 percent  95 58 33 85 15   63 71 96 29
21 percent or more  94 54 36 88 17   61 68 95 33
                     
Prevalence of school-
    wide disruptions9
                   
No disruptions  94 53 34 85 15   59 69 93 29
Any disruptions  96 68 50 87 7   79 84 98 46
                     
Percent of students
    absent on a
    daily basis
                   
0–2 percent  90 53 28 83 12   58 61 90 22
3–5 percent  95 54 34 85 15   58 70 93 31
6–10 percent  95 54 38 91 16   65 74 96 31
More than 10 percent 90 55 44 74 10 ! 58 61 93 33
                     
Prevalence of
    violent incidents10
                   
No violent incidents  90 41 25 79 13   42 51 88 16
Any violent incidents 95 58 38 87 15   65 75 95 34
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
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 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
4 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.
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 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?"
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 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.


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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education