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Table 15.  Number of students in public primary schools involved in the use or possession of a firearm or explosive device at school and the number and percentage of students receiving various disciplinary actions, by selected school characteristics: School year 2003–04


      Disciplinary actions taken for students involved in the use or possession of a firearm or explosive device at school
  Total students involved in recorded offenses   Removals without continuing services   Transfers to specialized schools1     Out-of-school suspensions lasting 5 or more days   Other disciplinary action2
School characteristic Number   Number Percent   Number Percent   Number Percent   Number Percent
                           
All public schools  3,066   164 5   443 14   792 26   1,668 54
                           
Enrollment size                           
Less than 300  319   # #   107 34   # #   212 66
300–499  408   # #   # #   184 45   224 55
500–999  2,213   164 7   292 13   607 27   1,150 52
1,000 or more  126   # #   44 35   # #   82 65
                           
Urbanicity                           
City  1,065   # #   279 26   537 50   249 23
Urban fringe  889   164 18   164 18   116 13   446 50
Town  #   #   #   #   #
Rural  1,112   # #   # #   139 12   974 88
                           
Crime level where students live3                           
High  705   # #   151 21   365 52   190 27
Moderate  438   # #   56 13   104 24   278 64
Low  1,710   164 10   236 14   323 19   988 58
Mixed  212   # #   # #   # #   212 100
                           
Percent minority enrollment4                           
Less than 5 percent  773   # #   # #   81 11   692 89
5 to 20 percent  327   164 50   164 50   # #   # #
20 to 50 percent  688   # #   # #   193 28   495 72
50 percent or more  1,278   # #   279 22   518 41   481 38
                           
Percent of students eligible for free or reduced-price lunch                           
                         
                         
0–20 percent  #   #   #   #   #
21–50 percent  1,454   164 11   164 11   139 10   988 68
More than 50 percent  1,612   # #   279 17   653 40   680 42
                           
Percent of students below 15th percentile on standardized tests                           
                         
0–5 percent  70   # #   # #   # #   70 100
6–15 percent  1,959   # #   179 9   460 23   1,320 67
More than 15 percent  1,037   164 16   264 25   332 32   278 27
                           
Percent of students likely to attend college                           
                         
0–35 percent  2,134   164 8   343 16   550 26   1,078 50
36–60 percent  676   # #   56 8   241 36   378 56
More than 60 percent  256   # #   44 17   # #   212 83
                           
Percent of students who consider academic achievement important                           
                         
0–25 percent  719   164 23   271 38   284 40   # #
26–50 percent  592   # #   72 12   153 26   368 62
51–75 percent  582   # #   56 10   161 28   365 63
More than 75 percent  1,173   # #   44 4   194 16   936 80
                           
Percent male enrollment                           
0–44 percent  520   164 31   164 31   112 22   80 15
45–55 percent  2,348   # #   279 12   563 24   1,506 64
More than 55 percent  198   # #   # #   116 59   82 41
                           
Student-to-teacher ratio5                           
Less than 12 students  620   # #   107 17   300 48   212 34
12–16 students  1,384   # #   44 3   250 18   1,091 79
More than 16 students  1,062   164 15   292 27   242 23   365 34
                           
Number of classroom changes6                           
0–3 changes  799   # #   72 9   256 32   470 59
4–6 changes  1,558   # #   207 13   367 24   984 63
More than 6 changes  709   164 23   164 23   168 24   213 30
                           
Regular use of law enforcement7                           
Regular use  2,266   # #   223 10   599 26   1,444 64
No regular use  800   164 20   220 27   193 24   224 28
                           
Number of serious discipline problems8                           
                         
No problems  1,583   # #   128 8   379 24   1,075 68
1 problem  967   164 17   207 21   216 22   380 39
2 problems  246   # #   107 44   80 33   58 24
3 or more problems                           
                           
Transfers as a percentage of enrollment9                           
                         
0 to 6 percent  116   # #   # #   # #   116 100
6 to 11 percent  410   # #   44 11   # #   366 89
11 to 21 percent  1,499   164 11   164 11   411 27   762 51
21 percent or more  1,041   # #   236 23   381 37   424 41
                           
Prevalence of schoolwide disruptions10                           
                         
No disruptions  2,737   164 6   443 16   462 17   1,668 61
Any disruptions  329   # #   # #   329 100   # #
                           
Percent of students absent on a daily basis                           
                         
0–2 percent  #   #   #   #   #
3–5 percent  2,195   # #   236 11   291 13   1,668 76
6–10 percent  871   164 19   207 24   500 57   # #
More than 10 percent  #   #   #   #   #
                           
Prevalence of violent incidents11                           
No violent incidents  #   #   #   #   #
Any violent incidents  3,066   164 5   443 14   792 26   1,668 54
# Rounds to zero.
† Not applicable.
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 Other disciplinary actions include suspension less than 5 days, detention, etc.
3 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."
4 These estimates exclude data from Tennessee because schools in this state did not report estimates of student race.
5 Student-to-teacher 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.
6 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
7 Respondents were asked, "During the 2003–2004 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school on a regular basis?"
8 Serious discipline problems include student racial tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers, 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.
9 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.
10 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.
11 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: The numbers of students involved in offenses were provided by the principal or the person most knowledgeable about discipline issues at the school. Detail may not sum to totals because of rounding. Responses were provided by the principal or the person most knowledgeable about crime and safety issues at school.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2004.


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