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Table 18.  Number and percentage distribution of disciplinary actions taken for use of a weapon other than a firearm 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 5,340       1,550 29   2,817 53   # #
                                 
Enrollment size                                
Less than 300   # #   # #       # #
300–499 1,566     # #     594 38   # #
500–999 3,044   # #     1,151 38   1,715 56   # #
1,000 or more#   #   #   #   #   #
                                 
Urbanicity                                
City 1,828       409 22   556 30   # #
Urban fringe 2,506   # #   # #   783 31   1,723 69   # #
Town 716     # #       # #
Rural 290   # #   # #       # #
                                 
Crime level where students live2                                
High 249   # #       # #   # #
Moderate 1,437     # #   606 42   723 50   # #
Low 2,614     # #   873 33   1,055 40   # #
Mixed 966   # #   # #   # #   966 100   # #
                                 
Percent minority enrollment2                                
0–5 percent 1,134   # #   # #     1,025 90   # #
6–20 percent 1,790     # #   446 25   658 37   # #
21–50 percent 639   # #   # #   639 100   # #   # #
More than 50 percent 1,777       356 20   1,134 64   # #
                                 
Percent of students eligible for free/reduced-price lunch                                
0–20 percent 707   # #   # #       # #
21–50 percent 2,078     # #     1,204 58   # #
More than 50 percent 2,555       1,254 49   1,015 40   # #
                                 
Percent of students below 15th percentile on standardized tests                                
0–5 percent 1,178     # #   384 33   # #   # #
6–15 percent 2,372   # #   # #   393 17   1,979 83   # #
More than 15 percent 1,789   # #     773 43   838 47   # #
                                 
Percent of students likely to attend college                                
0–35 percent 1,480       961 65     # #
36–60 percent 3,860     # #   589 15   2,586 67   # #
More than 60 percent #   #   #   #   #   #
                                 
Percent of students who consider academic achievement important                                
0–25 percent #   #   #   #   #   #
26–50 percent 1,699     # #   675 40   338 20   # #
51–75 percent 1,795   # #       1,556 87   # #
More than 75 percent 1,846       695 38   924 50   # #
                                 
Percent male enrollment                                
0–44 percent   # #   # #   # #     # #
45–55 percent 5,083       1,456 29   2,654 52   # #
More than 55 percent   # #   # #       # #
                                 
Student/teacher ratio2,3                                
Less than 12 1,710   # #   # #   827 48   884 52   # #
12–16 2,028       488 24   1,313 65   # #
More than 16 1,528         547 36   # #
                                 
Number of classroom changes2                                
0–3 changes 2,239     # #     1,282 57   # #
4–6 changes 2,163   # #     1,126 52   859 40   # #
More than 6 changes 865   # #   # #       # #
                                 
Use of paid law enforcement4                                
Regular use 1,660       345 21   1,146 69   # #
No regular use 3,680       1,204 33   1,671 45   # #
                                 
Number of serious discipline problems5                                
No problems 2,717       1,205 44   658 24   # #
1 problem 1,746   # #   # #     1,651 95   # #
2 problems   # #   # #       # #
3 or more problems 714   # #     250 35   # #   # #
                                 
Transfers as percentage of enrollment2,6                                
0 to 6 percent 591   # #   # #       # #
6 to 11 percent 1,522   # #   # #   688 45   834 55   # #
11 to 21 percent   # #   # #     # #   # #
21 percent or more 2,932       532 18   1,427 49   # #
                                 
Prevalence of schoolwide disruptions2,7                                
No disruptions 4,096       1,396 34   2,472 60  
Any disruptions 490   314 #   #       ##
                                 
Percent of students absent without excuses                                
None   # #   # #   # #     # #
1–2 percent 2,737         1,974 72   # #
3–5 percent 1,500     # #   740 49     # #
6–10 percent 470   # #         # #
More than 10 percent   # #   # #     # #   # #
                                 
Prevalence of violent incidents2,8                                
No violent incidents 1,055   # #   # #       # #
Any violent incidents 4,285       1,123 26   2,189 51   # #
† 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. "Weapon" was defined for respondents as, "any instrument or object used with the intent to threaten, injure, or kill. Includes look-alikes if they are used to threaten others." "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