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