Table 19. Percentage of public schools reporting the use of selected practices to involve parents in school discipline, by selected school characteristics: School year 2005

School Survey on Crime and Safety (SSOCS)

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Table 19. Percentage of public schools reporting the use of selected practices to involve parents in school discipline, by selected school characteristics: School year 2005–06

School characteristic	Have a formal process to obtain parent input on policies related to school crime and discipline	Provide training or technical assistance to parents in dealing with students' problem behavior	Have a program that involves parents at school helping to maintain school discipline
All public schools	60	54	24

Level¹
Primary	60	59	28
Middle	61	53	20
High school	59	39	16
Combined	65	44	22

Enrollment size
Less than 300	55	47	21
300–499	58	56	24
500–999	64	57	27
1,000 or more	68	54	23

Urbanicity
City	69	65	36
Urban fringe	59	57	24
Town	57	47	17
Rural	56	44	18

Crime level where students live²
High	67	68	38
Moderate	65	58	29
Low	57	50	21
Mixed	65	58	26

Percent minority enrollment³
Less than 5 percent	49	45	16
5 to 20 percent	53	48	20
20 to 50 percent	64	55	19
50 percent or more	70	64	37

Percent of students eligible for free or reduced-price lunch
0–20 percent	53	50	22
21–50 percent	58	52	20
More than 50 percent	66	57	29

Percent of students below 15th per- centile on stan- dardized tests
0–5 percent	57	55	24
6–15 percent	61	50	23
More than 15 percent	64	57	28

Percent of students likely to attend college
0–35 percent	61	53	23
36–60 percent	60	53	24
More than 60 percent	60	55	25

Percent of students who consider academic achieve- ment important
0–25 percent	58	43	19
26–50 percent	57	48	22
51–75 percent	60	53	25
More than 75 percent	62	58	26

Percent male enrollment
0–44 percent	65	53	30
45–55 percent	59	54	24
More than 55 percent	64	53	23

Student-to-FTE ratio⁴
Less than 12 students	60	55	26
12–16 students	62	50	21
More than 16 students	57	56	27

Number of class- room changes⁵
0–3 changes	62	55	31
4–6 changes	60	58	25
More than 6 changes	59	46	18

Regular use of law enforcement⁶
Regular use	67	55	27
No regular use	56	53	22

Number of serious discipline pro- blems⁷
No problems	62	55	25
1 problem	56	48	21
2 problems	55	56	25
3 or more problems	62	51	27

Transfers as a per- centage of enroll- ment⁸
0 to 6 percent	56	49	20
6 to 11 percent	57	55	24
11 to 21 percent	62	54	28
21 percent or more	63	55	25

Prevalence of school- wide disruptions⁹
No disruptions	60	53	24
Any disruptions	68	60	30

Percent of students absent on a daily basis
0–2 percent	56	50	28
3–5 percent	60	55	25
6–10 percent	60	52	20
More than 10 percent	68	56	33

Prevalence of vio- lent incidents¹⁰
No violent incidents	61	51	23
Any violent incidents	60	54	25
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 on 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. Detail may not sum to totals, because schools may have reported using more than one of these practices.
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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