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Table 18.  Number and percentage distribution of students in public schools involved in physical attacks or fights at school receiving various disciplinary actions, by selected school characteristics: School year 2005–06

  Disciplinary actions taken for students involved in physical attacks or fights at school   
  Removals with no continuing services for at least the remainder of the school year   Transfers to specialized schools1   Out-of-school suspensions lasting 5 or more days but less than the remainder of the school year   Other disciplinary action2
School characteristic  Number   Percent     Number   Percent     Number   Percent     Number   Percent  
All public schools  13,520   1     49,690   5     265,670   27     649,150   66  
                                       
Level3                                       
Primary              49,600   16     256,810   81  
Middle  4,230   1     16,090   4     98,850   25     271,730   70  
High school  5,670   3     22,960   11     102,690   47     87,260   40  
Combined  1,670 ! 3 !   1,310 ! 3 !   14,520   29     33,340   66  
                                       
Enrollment size                                       
Less than 300        2,460   3 !   14,300 ! 17 !   65,140   79  
300–499  1,410 ! 1 !   10,010 ! 5 !   42,590   21     146,780   73  
500–999  4,710   1     15,020   4     101,130   24     293,220   71  
1,000 or more  7,160   3     22,200   8     107,640   38     144,010   51  
                                       
Urbanicity                                       
City  5,020   1     23,820   6     123,230   32     228,080   60  
Urban fringe  6,330   2     14,160   4     82,630   25     229,840   69  
Town  610 ! 1 !   2,930   3     20,700   25     59,560   71  
Rural  1,570 ! 1 !   8,770   5     39,120   22     131,660   73  
                                       
Crime level where
    students live4 
                                     
High  2,920 ! 2 !   7,250   4     64,990   38     97,910   57  
Moderate  5,480   2     13,370   5     75,420   27     183,630   66  
Low  3,240   1     19,590   5     86,400   23     258,870   70  
Mixed  1,890   1     9,480   6     38,860   24     108,740   68  
                                       
Percent minority
    enrollment5 
                                     
Less than 5 percent  820 ! 1 !   2,900 ! 3 !   18,210   18     80,790   79  
5 to 20 percent  2,060 ! 1 !   4,050   3     32,090   20     121,280   76  
20 to 50 percent  2,590   1     9,790   5     50,890   24     146,500   70  
50 percent or more  7,920   2     30,510   6     155,590   33     282,170   59  
                                       
Percent of students
    eligible for free
    or reduced-price
    lunch
                                     
0–20 percent  1,470   1     4,160   4     32,430   28     79,190   68  
21–50 percent  3,730   1     16,810   5     71,140   22     236,430   72  
More than 50 percent  8,330   2     28,720   5     162,090   30     333,530   63  
                                       
Percent of students
    below 15th per-
    centile on stan-
    dardized tests 
                                     
0–5 percent  1,690 ! 1     8,790   4     46,380   21     160,440   74  
6–15 percent  3,270   1     16,760   5     85,340   24     255,400   71  
More than 15 percent  8,570   2     24,130   6     133,950   33     233,310   58  
                                       
Percent of students
    likely to attend
    college 
                                     
0–35 percent  5,570   2 !   15,170   5     97,330   29     218,600   65  
36–60 percent  4,840   2     17,890   6     81,150   25     216,830   68  
More than 60 percent  3,120   1     16,630 ! 5     87,180   27     213,720   67  
                                       
Percent of students
    who consider
    academic achieve-
    ment important 
                                     
0–25 percent  950 ! 1 !   7,130   7     40,330   41     50,220   51  
26–50 percent  2,750 ! 1 !   11,740   5     50,630   23     151,190   70  
51–75 percent  7,020   2     18,440   5     88,990   26     230,730   67  
More than 75 percent  2,800   1     12,370   4     85,720   27     217,010   68  
                                       
Percent male enrollment                                       
0–44 percent  420 ! 1 !   3,870 ! 6     26,550   39     38,000   55  
45–55 percent  11,380   1     42,200   5     212,320   26     559,270   68  
More than 55 percent        3,620   4     26,800 ! 32     51,880   62  
                                       
Student-to-FTE ratio6                                       
Less than 12 students  4,330   1     21,770   6     104,780   27     264,530   67  
12–16 students  5,430   2     16,760   5     87,190   25     242,540   69  
More than 16 students  3,770 ! 2 !   11,150   5     73,700   32     142,090   62  
                                       
Number of class-
    room changes7 
                                     
0–3 changes  2,590 !           25,080   18     107,140   75  
4–6 changes  6,680   1     22,190   5     131,740   28     307,240   66  
More than 6 changes  4,250   1     19,610   5     108,840   30     234,770   64  
                                       
Regular use of law
    enforcement8 
                                     
Regular use  10,890   2     37,600   6     215,780   33     392,590   60  
No regular use  2,630 ! 1 !   12,080 ! 4 !   49,880   16     256,550   80  
                                       
Number of serious
    discipline pro-
    blems9
                                     
No problems  4,880   1     15,930   4     99,700   24     288,800   71  
1 problem  3,660 ! 2 !   9,110   5     41,030   22     130,960   71  
2 problems  2,080 ! 1 !   8,050   6     33,040   23     103,070   70  
3 or more problems  2,910   1 !   16,580 ! 7     91,890   39     126,330   53  
                                       
Transfers as a per-
    centage of enroll-
    ment10 
                                     
0 to 6 percent  680 ! 1 !   1,520   2     32,000   33     61,490   64  
6 to 11 percent  2,570   2     6,550   4     33,540   23     103,260   71  
11 to 21 percent  3,090   1     11,530   4     76,540   29     172,090   65  
21 percent or more  7,190   2     30,090   6     123,580   26     312,310   66  
                                       
Prevalence of school-
    wide disruptions11 
                                     
No disruptions  11,230   1     34,510   4     216,600   26     579,720   69  
Any disruptions  2,290 ! 2 !   15,180 ! 11     49,070   36     69,420   51  
                                       
Percent of students
    absent on a
    daily basis 
                                     
0–2 percent        1,210 ! 3 !   7,500   17     35,100   80  
3–5 percent  5,620   1     17,450   4     79,810   19     309,060   75  
6–10 percent  5,750   1     25,240   6     131,290   32     249,450   61  
More than 10 percent  2,010 ! 2 !   5,780   5     47,070   43     55,540   50  
! 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 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 Other disciplinary actions include suspension less than 5 days, detention, etc.
3 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.
4 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."
5 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
6 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.
7 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
8 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?"
9 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.
10 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.
11 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.
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