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Table 13.  Percentage of public schools reporting that specified disciplinary actions were allowable, by selected school characteristics: School year 2007–08

  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
Loss of school bus privileges 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 32 84 12   56 69 93 31
                     
Level1                     
Primary  91 52 25 83 11   47 55 91 24
Middle  98 62 42 93 13   68 90 96 40
High school  98 59 45 81 12   76 91 95 43
Combined  96 45 32 75 24   67 84 94 38
                     
Enrollment size                     
Less than 300  88 49 28 72 15   52 64 91 28
300–499  94 53 24 86 13   55 62 92 24
500–999  95 55 34 88 12   55 72 95 34
1,000 or more  100 67 51 87 4   72 88 95 44
                     
Urbanicity                     
City  93 59 36 75 3   49 69 91 37
Suburb  93 50 34 84 4   55 68 94 31
Town  97 59 30 92 22   61 69 95 29
Rural  94 53 28 87 23   62 70 94 26
                     
Crime level where students live2                     
High  93 54 38 73 5 ! 53 70 92 33
Moderate  93 66 38 79 10   56 71 94 31
Low  94 50 27 87 14   57 69 93 30
Mixed  94 59 38 84 11   56 64 91 31
                     
Percent of combined Black/African
    American, Hispanic/Latino, Asian,
    Native Hawaiian/Other Pacific
    Islander, and American Indian/
    Alaska Native students
                   
Less than 5 percent  94 55 32 86 11   61 72 91 32
5 to less than 20 percent  97 51 30 91 12   60 70 97 32
20 to less than 50 percent  93 54 30 88 17   58 71 93 32
50 percent or more  92 57 35 74 10   50 65 91 29
                     
Percent of students eligible for
   free or reduced-price lunch
                   
0–20 percent  93 48 30 82 4   57 68 92 39
21–50 percent  95 53 30 89 12   60 73 96 29
More than 50 percent  93 59 34 80 17   53 66 91 29
                     
Percent of students below
   15th percentile on
   standardized tests
                   
0–5 percent  94 48 29 83 12   55 67 93 29
6–15 percent  94 57 28 87 13   59 69 94 32
More than 15 percent  94 59 40 79 12   54 71 93 31
                     
Percent of students likely
   to attend college
                   
0–35 percent  93 61 35 83 21   56 69 95 25
36–60 percent  95 58 33 87 17   60 73 93 32
More than 60 percent  94 49 29 82 5   54 67 93 33
                     
Percent of students who
   consider academic
   achievement important
                   
0–25 percent  88 61 33 81 23   62 67 95 27
26–50 percent  98 61 33 83 20   58 77 96 32
51–75 percent  93 56 34 90 14   59 71 94 33
More than 75 percent  94 50 30 81 7   53 65 91 30
                     
Percent male enrollment                     
0–44 percent  91 46 25 73 12   44 65 90 22
45–55 percent  94 55 33 85 12   57 70 94 32
More than 55 percent  96 59 30 82 13   63 63 93 33
                     
Student-to-FTE ratio3                     
Less than 12 students  94 55 30 84 14   56 67 93 28
12–16 students  95 56 33 86 14   54 70 93 34
More than 16 students  91 51 34 76 5 ! 65 73 93 35
                     
Number of classroom changes4                     
0–3 changes  87 48 25 77 9   45 49 91 23
4–6 changes  95 53 32 86 13   60 72 94 33
More than 6 changes  98 61 38 86 14   61 83 95 35
                     
Regular use of law enforcement5                     
Regular use  98 60 39 84 12   64 76 94 36
No regular use  90 49 26 84 13   50 63 93 26
                     
Number of serious
   discipline problems6 
                   
No problems  93 51 27 82 14   53 64 92 28
1 problem  96 58 40 89 11   63 78 96 36
2 problems  97 69 44 87 10   63 86 98 42
3 or more problems  96 67 45 85 3 ! 70 84 97 35
                     
Transfers as a percentage
   of enrollment7 
                   
Less than 6 percent  95 48 32 79 7   54 68 93 33
6 to less than 11 percent  95 54 35 85 12   58 70 95 36
11 to less than 21 percent  94 54 32 88 15   60 68 94 28
21 percent or more  92 60 30 82 13   53 70 92 28
                     
Prevalence of schoolwide
   disruptions8 
                   
No disruptions  93 53 31 83 12   55 68 93 30
Any disruptions  98 68 45 87 10   77 81 97 43
                     
Percent of students
   absent on a daily basis 
                   
0–2 percent  91 49 30 80 8   49 67 91 34
3–5 percent  94 55 30 85 13   56 67 92 31
6–10 percent  95 56 35 84 13   57 72 96 28
More than 10 percent  91 50 35 75 10   68 77 92 40
                     
Prevalence of violent incidents9                     
No violent incidents  88 42 21 76 12   44 45 88 25
Any violent incidents  96 58 35 86 12   60 77 95 33
!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 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.
4 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
5 Respondents were asked, "During the 2007–08 school year, did you have any security guards, security personnel, or sworn law enforcement officers present at your school at least once a week?"
6 Serious discipline problems include student racial/ethnic tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers other than verbal abuse, 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.
7 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.
8 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.
9 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, Institute of Education Sciences, National Center for Education Statistics (NCES), 2007–08 School Survey on Crime and Safety (SSOCS), 2008.


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