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Table 17.  Number and percentage distribution of disciplinary actions taken for possession of a firearm/explosive device in public elementary schools, by selected school characteristics: 1999–2000


School characteristic Total offenses   Removals   Transfers to specialized schools1   Out-of-school suspensions   Other   No disciplinary action
Number   Number Percent   Number Percent   Number Percent   Number Percent   Number Percent
All public elementary schools 1,642     # #   995 61   552 34   # #
                                 
Enrollment size                                
Less than 300     # #   # #   # #   # #
300–499 675   # #   # #   482 71     # #
500–999 860     # #   514 60   261 30   # #
1,000 or more   # #   # #   # #     # #
                                 
Urbanicity                                
City 337   # #   # #   337 100   # #   # #
Urban fringe 915     # #   351 38   479 52   # #
Town #   #   #   #   #   #
Rural 390     # #       # #
                                 
Crime level where students live2                                
High 366   # #   # #     202 55   # #
Moderate 682     # #   512 75     # #
Low 514   # #   # #     265 52   # #
Mixed     # #     # #   # #
                                 
Percent minority enrollment2                                
0–5 percent   # #   # #     # #   # #
6–20 percent 416   # #   # #       # #
21–50 percent 594     # #     244 41   # #
More than 50 percent 544   # #   # #   344 63   200 37   # #
                                 
Percent of students eligible for free/reduced-price lunch                                
0–20 percent   # #   # #       # #
21–50 percent 253     # #       # #
More than 50 percent 1,058   # #   # #   687 65   371 35   # #
                                 
Percent of students below 15th percentile on standardized tests                                
0–5 percent #   #   #   #   #   #
6–15 percent 817     # #   573 70     # #
More than 15 percent 824     # #   422 51   393 48   # #
                                 
Percent of students likely to attend college                                
0–35 percent 1,029   # #   # #   585 57   444 43   # #
36–60 percent 586     # #   384 66     # #
More than 60 percent   # #   # #     # #   # #
                                 
Percent of students who consider academic achievement important                                
0–25 percent 232   # #   # #       # #
26–50 percent 872     # #   496 57   291 33   # #
51–75 percent 360     # #       # #
More than 75 percent   # #   # #       # #
                                 
Percent male enrollment                                
0–44 percent 232   # #   # #       # #
45–55 percent 1,410     # #   849 60   467 33   # #
More than 55 percent #   #   #   #   #   #
                                 
Student/teacher ratio2,3                                
Less than 12 367   # #   # #   282 77     # #
12–16 609   # #   # #   482 79     # #
More than 16 666     # #   232 35   340 51   # #
                                 
Number of classroom changes2                                
0–3 changes 234   # #   # #   234 100   # #   # #
4–6 changes 1,023   # #   # #   555 54   469 46   # #
More than 6 changes 384     # #   206 54     # #
                                 
Use of paid law enforcement4                                
Regular use 818     # #   428 52   381 47   # #
No regular use 824     # #   567 69     # #
                                 
Number of serious discipline problems5                                
No problems 895     # #   546 61   340 38   # #
1 problem     # #     # #   # #
2 problems 197   # #   # #       # #
3 or more problems 285   # #   # #   199 70     # #
                                 
Transfers as percentage of enrollment2,6                                
0 to 6 percent   # #   # #     # #   # #
6 to 11 percent 187     # #     83 45   # #
11 to 21 percent 179   # #   # #   179 100   # #   # #
21 percent or more 797     # #   328 41   383 48   # #
                                 
Prevalence of schoolwide disruptions2,7                                
No disruptions 1,487     # #   840 57   552 37   # #
Any disruptions   # #   # #     # #   # #
                                 
Percent of students absent without excuses                                
None #   #   #   #   #   #
1–2 percent 571   # #   # #     178 31   # #
3–5 percent 624     # #   250 40   289 46   # #
6–10 percent 291     # #   282 97   # #   # #
More than 10 percent   # #   # #       # #
                                 
Prevalence of violent incidents2,8                                
No violent incidents   # #   # #     # #   # #
Any violent incidents 1,419     # #   773 54   552 39   # #
† Not applicable
# Rounds to zero.
‡ Reporting standards not met.
1 Specialized school was defined for respondents as, "a school that is specifically for students who were referred for disciplinary reasons. The school may also have students who were referred for other reasons. The school may be at the same location as your school."
2 Some schools are omitted from these categories because of missing data on their school characteristics. For this reason, the detailed results do not sum to the totals. See appendix J of 2000 School Survey on Crime and Safety (SSOCS) Detailed Data Documentation (NCES 2004-307) for further information.
3 Student/teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time equivalent teachers. The total number of full-time equivalent teachers is a combination of the full-time and part-time teachers, including special education teachers, with an adjustment to compensate for the part-time status.
4 Schools were included as regularly using paid law enforcement if they reported the use of paid law enforcement during any of the following times: at any time during school hours, while students were arriving or leaving, at selected school activities (e.g., athletic and social events, open houses, science fairs), or at any other time that the respondent specified.
5 Serious discipline problems is a count of discipline problems reported by principals. These discipline problems include student racial tensions, student bullying, student verbal abuse of teachers, widespread disorder in classrooms, and student acts of disrespect for teachers. If a principal 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. Undesirable gang activities and undesirable cult or extremist group activities were also counted once as a problem if the principal reported that these events occurred at all in their school.
6 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.
7 Schoolwide disruptions include actions that disrupted school activities such as bomb threats or anthrax threats. Respondents were instructed to exclude all fire alarms, including false alarms.
8 Violent incidents include 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: Detail may not sum to totals because of rounding. "At school/at your school" was defined for respondents as including activities happening in school buildings, on school grounds, on school buses, and at places that are holding school-sponsored events or activities. Respondents were instructed to, unless the survey specified otherwise, only respond for those times that were during normal school hours or when school activities/events were in session. "Firearm/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." A gang was defined for respondents as, "an ongoing loosely organized association of three or more persons, whether formal or informal, that has a common name, signs, symbols or colors, whose members engage, either individually or collectively, in violent or other forms of illegal behavior." Elementary 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.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2000.


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