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Table 19.  Number and percentage distribution of disciplinary actions taken for possession 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 19,954   826 4   912 5   6,680 33   10,963 55   573 3
                                 
Enrollment size                                
Less than 300 1,548   # #     726 47   753 49   # #
300–499 5,739   277 5   356 6   1,122 20   3,904 68  
500–999 11,216   549 5   487 4   3,898 35   5,789 52  
1,000 or more 1,451   # #   # #   934 64   517 36   # #
                                 
Urbanicity                                
City 8,436   478 6   401 5   3,199 38   4,358 52   # #
Urban fringe 5,812       1,627 28   3,745 64   # #
Town 2,701     # #   731 27   1,434 53  
Rural 3,006     214 7   1,123 37   1,426 47  
                                 
Crime level where students live2                                
High 3,371       1,804 54   1,208 36   # #
Moderate 6,601     322 5   1,794 27   4,296 65   # #
Low 7,034     391 6   2,108 30   3,803 54   573 8
Mixed 2,949       975 33   1,656 56   # #
                                 
Percent minority enrollment2                                
0–5 percent 3,867   # #     1,072 28   2,648 68  
6–20 percent 3,016   239 8     703 23   1,513 50  
21–50 percent 3,787   # #   336 9   1,573 42   1,879 50   # #
More than 50 percent 9,224   587 6   440 5   3,333 36   4,864 53   # #
                                 
Percent of students eligible for free/reduced-price lunch                                
0–20 percent 3,233   # #     457 14   2,201 68  
21–50 percent 4,804   477 10   358 7   1,148 24   2,821 59   # #
More than 50 percent 11,917   349 3   487 4   5,075 43   5,941 50  
                                 
Percent of students below 15th percentile on standardized tests                                
0–5 percent 4,571   331 7   228 5   1,029 23   2,918 64  
6–15 percent 7,317     234 3   2,401 33   4,156 57  
More than 15 percent 8,067   478 6   450 6   3,250 40   3,889 48   # #
                                 
Percent of students likely to attend college                                
0–35 percent 9,816   587 6   686 7   3,784 39   4,760 48   # #
36–60 percent 6,487   239 4   226 3   1,863 29   3,666 57  
More than 60 percent 3,651   # #   # #   1,033 28   2,537 69  
                                 
Percent of students who consider academic achievement important                                
0–25 percent 1,429   # #     722 51   515 36   # #
26–50 percent 4,597   258 6   # #   2,199 48   2,140 47   # #
51–75 percent 6,581     406 6   2,175 33   3,620 55   # #
More than 75 percent 7,348     314 4   1,584 22   4,688 64   573 8
                                 
Percent male enrollment                                
0–44 percent 2,008       586 29   1,023 51   # #
45–55 percent 15,488   501 3   656 4   5,382 35   8,441 55  
More than 55 percent 2,459   # #   183 7   712 29   1,499 61  
                                 
Student/teacher ratio2,3                                
Less than 12 6,102   335 5   294 5   1,347 22   3,980 65  
12–16 9,064   349 4   320 4   2,852 31   5,115 56  
More than 16 4,758       2,481 52   1,837 39   # #
                                 
Number of classroom changes2                                
0–3 changes 6,680     406 6   2,274 34   3,873 58   # #
4–6 changes 10,955   620 6   339 3   3,989 36   5,434 50   573 5
More than 6 changes 2,030       417 21   1,467 72   # #
                                 
Use of paid law enforcement4                                
Regular use 11,181   447 4   637 6   4,429 40   5,160 46  
No regular use 8,774     275 3   2,252 26   5,803 66  
                                 
Number of serious discipline problems5                                
No problems 8,929   738 8   356 4   3,282 37   4,553 51   # #
1 problem 3,369       1,208 36   2,004 59   # #
2 problems 2,664   # #   367 14   775 29   1,095 41  
3 or more problems 4,993   # #     1,415 28   3,312 66  
                                 
Transfers as percentage of enrollment2,6                                
0 to 6 percent 2,530   # #   # #   911 36   1,538 61  
6 to 11 percent 1,709   # #     356 21   1,294 76   # #
11 to 21 percent 5,879     281 5   1,792 30   2,989 51  
21 percent or more 9,394   436 5   571 6   3,396 36   4,925 52  
                                 
Prevalence of schoolwide disruptions2,7                                
No disruptions 17,245   589 3   839 5   6,016 35   9,229 54   573 3
Any disruptions 1,667   # #     602 36   991 59   # #
                                 
Percent of students absent without excuses                                
None 2,507   # #     692 28   1,626 65   # #
1–2 percent 7,137     415 6   2,658 37   3,448 48  
3–5 percent 6,168   565 9     1,572 25   3,850 62  
6–10 percent 3,418       1,570 46   1,623 47   # #
More than 10 percent 724   # #       417 58   # #
                                 
Prevalence of violent incidents2,8                                
No violent incidents 3,921     285 7   903 23   2,445 62  
Any violent incidents 15,856   604 4   626 4   5,689 36   8,430 53  
# 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