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Table 24.  Percentage of public elementary schools reporting use of selected methods to involve parents, by school characteristics: 1999–2000


School characteristic Formal process to
obtain parent input on school crime and discipline policies
Training or technical
assistance to parents in
dealing with students'
problem behaviors
Program that involves
parents at school
helping to maintain
school discipline
All public elementary schools 52 51 22
       
Enrollment size      
Less than 300 42 40 14
300–499 50 56 21
500–999 57 54 28
1,000 or more82 68 28
       
Urbanicity      
City 61 62 39
Urban fringe 52 56 19
Town 48 49 16
Rural 43 37 12
       
Crime level where students live1      
High 65 65 44
Moderate 60 56 28
Low 46 47 17
Mixed 58 58 19
       
Percent minority enrollment1      
0–5 percent 43 43 13
6–20 percent 47 50 14
21–50 percent 54 52 21
More than 50 percent 61 59 38
       
Percent of students eligible for free/reduced-price lunch      
0–20 percent 45 49 18
21–50 percent 52 49 14
More than 50 percent 55 54 30
       
Percent of students below 15th percentile on standardized tests      
0–5 percent 48 53 21
6–15 percent 49 46 17
More than 15 percent 59 54 29
       
Percent of students likely to attend college      
0–35 percent 50 49 25
36–60 percent 55 50 20
More than 60 percent 50 55 22
       
Percent of students who consider academic achievement important      
0–25 percent 44 52 21
26–50 percent 48 40 19
51–75 percent 55 56 24
More than 75 percent 53 53 23
       
Percent male enrollment      
0–44 percent 51 53 33
45–55 percent 49 51 19
More than 55 percent 65 49 29
       
Student/teacher ratio1,2      
Less than 12 49 49 16
12–16 53 55 21
More than 16 53 49 28
       
Number of classroom changes1      
0–3 changes 53 53 27
4–6 changes 51 52 21
More than 6 changes 49 44 13
       
Use of paid law enforcement3      
Regular use 58 57 33
No regular use 48 47 16
       
Number of serious discipline problems4      
No problems 49 48 18
1 problem 51 55 27
2 problems 64 59 29
3 or more problems 63 63 32
       
Transfers as percentage of enrollment1,5      
0 to 6 percent 44 49 20
6 to 11 percent 52 45 20
11 to 21 percent 52 49 20
21 percent or more 56 56 25
       
Prevalence of schoolwide disruptions1,6      
No disruptions 52 50 22
Any disruptions 58 58 23
       
Percent of students absent without excuses      
None 41 49 16
1–2 percent 49 46 18
3–5 percent 59 57 30
6–10 percent 63 67 28
More than 10 percent 69 57 27
       
Prevalence of violent incidents1,7      
No violent incidents 45 46 24
Any violent incidents 56 54 21
1 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.
2 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.
3 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.
4 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.
5 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.
6 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.
7 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. 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