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Table 15.  Number and percentage distribution of students in public schools involved in the use or possession of a firearm or explosive device at school receiving various disciplinary actions, by selected school characteristics: School year 2005–06

  Disciplinary actions taken for students involved in the use or
possession of a firearm or explosive device1 at school
  Removals with no continuing services for at least the remainder of the school year   Transfers to specialized schools2   Out-of-school suspen-
sions lasting 5 or more days
but less than the remain-
der of the school year
  Other disciplinary action3
School characteristic Number   Percent     Number   Percent     Number   Percent     Number   Percent  
All public schools  1,580   3 !   3,080   5 !   9,850   17 !   44,010 ! 75  
                                       
Level4                                       
Primary              3,160 !       81  
Middle  240 !     910 !     1,370         86  
High school  690       820                
Combined  490 !             25       48  
                                       
Enrollment size                                       
Less than 300                      95  
300–499              740 !       90 !
500–999  760 !     1,080   8 !   3,360 !       62 !
1,000 or more  600       1,290 !     5,150 !        
                                       
Urbanicity                                       
City  570 ! 5 !   1,420 ! 13 !   3,780 ! 33 !     49 !
Urban fringe  680       900 !     4,850 !     37,160 ! 85  
Town  100 ! 16 !         380 ! 64        
Rural  230 !       22 !   840 ! 28       43  
                                       
Crime level where
    students live5
                                     
High  190 !     550 !       74        
Moderate  420 !     1,280 !     1,680 !       75  
Low  770 !     1,070 !     2,640 ! 11 !     81  
Mixed  200 !     180       900 !       91 !
                                       
Percent minority
    enrollment6
                                     
Less than 5 percent        260 !     400 !       92  
5 to 20 percent  300 !     220 !              
20 to 50 percent  150       330 !     780 !       91 !
50 percent or more  950   4 !   2,220 ! 9 !   7,640 ! 32 !   13,290 ! 55  
                                       
Percent of students
    eligible for free
    or reduced-price
    lunch
                                     
0–20 percent  160 !     290 !       21 !     59  
21–50 percent  500       840 !     2,120 !     34,960 ! 91  
More than 50 percent  920   5 !   1,950 ! 11 !   7,240 ! 41     7,680 ! 43  
                                       
Percent of students
    below 15th per-
    centile on stan-
    dardized tests
                                     
0–5 percent  310 !     680 !     690 !       90  
6–15 percent  600             2,090 !       86  
More than 15 percent  670 ! 4 !   1,520 ! 10 !   7,070 ! 44     6,700 ! 42 !
                                       
Percent of students
    likely to attend
    college
                                     
0–35 percent  510 !     1,600 !     5,960 !     31,590 ! 80  
36–60 percent  390       730   13 !   1,270         56 !
More than 60 percent  680 !     750       2,620 !       70 !
                                       
Percent of students
    who consider
    academic achieve-
    ment important
                                     
0–25 percent        160 !     240 !        
26–50 percent  320 !     1,560 !             78  
51–75 percent  590 !     660       2,510 !       71 !
More than 75 percent  480       700       2,790 !        
                                       
Percent male enrollment                                       
0–44 percent              1,510 !       90  
45–55 percent  1,340       2,870       6,860 !     27,450 ! 71  
More than 55 percent  160 !     110 !              
                                       
Student-to-FTE ratio7                                      
Less than 12 students  290 !     1,440 !     5,560 !       71  
12–16 students  780 !     950 !     1,940         87  
More than 16 students  510 ! 11 !         2,350 ! 52     960 !  
                                       
Number of class-
    room changes8
                                     
0–3 changes  200 !                   65 !
4–6 changes  730       910       6,170 !       74  
More than 6 changes  650 !     1,640 !     2,260 !       80  
                                       
Regular use of law
    enforcement9
                                     
Regular use  1,320       2,410       8,420 ! 35 !     50 !
No regular use  260 !     670 !     1,430 !     32,040 ! 93  
                                       
Number of serious
    discipline pro-
    blems10
                                     
No problems  860       950 !     5,710 !       77  
1 problem        1,200 !     1,760 !       78  
2 problems        490       500 !        
3 or more problems  350       430   15 !     66     180 !  
                                       
Transfers as a per-
    centage of enroll-
    ment11
                                     
0 to 6 percent        210 !     940 !       89  
6 to 11 percent  270 !                    
11 to 21 percent  400       930 !     1,320         77  
21 percent or more  680 !     1,310 !     4,500 !       78  
                                       
Prevalence of school-
    wide disruptions12
                                     
No disruptions  1,090   2 !   1,700   3 !   7,490 ! 14 !   41,840 ! 80  
Any disruptions        1,380 ! 22 !   2,360 ! 37       34 !
                                       
Percent of students
    absent on a
    daily basis
                                     
0–2 percent                25 !     57  
3–5 percent  550 !     820       1,510         89  
6–10 percent  590       1,290 !     4,250 ! 18 !     74  
More than 10 percent        400 !              
                                       
Prevalence of
    violent incidents13 
                                     
No violent incidents                       
Any violent incidents  1,550   3 !   3,080   5 !   9,850   17 !   43,930 ! 75  
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
1 Firearm or 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."
2 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."
3 Other disciplinary actions include suspension less than 5 days, detention, etc.
4 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.
5 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."
6 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
7 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.
8 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
9 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?"
10 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.
11 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.
12 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.
13 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: "At school" was defined for respondents to include activities that happen in school buildings, on school grounds, on school buses, and at places that hold school-sponsored events or activities. Detail may not sum to totals because of rounding. The number of incidents, students, or disciplinary actions reported for a specified offense will not always be equal. This may be because a single incident could involve multiple victims or because no disciplinary action is taken for an incident. 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