Skip Navigation
small NCES header image

Table 18.  Number of students in public primary schools involved in physical attacks or fights 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 physical attacks or fights 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 431,516   1,931 1   4,055 1   38,133 10   334,541 88
                           
Enrollment size                          
Less than 300 78,298   1,073 2   745 1   7,986 12   54,169 85
300–499 156,048   241 #   1,092 1   11,882 9   122,083 90
500–999 179,517   617 #   2,050 1   15,204 9   145,596 89
1,000 or more 17,653   # #   169 1   3,061 19   12,692 80
                           
Urbanicity                           
City  144,749   1,426 1   2,284 2   16,749 13   105,904 84
Urban fringe  153,858   505 #   668 1   13,025 10   118,662 89
Town  36,944   # #   142 #   5,245 17   25,620 83
Rural  95,965   # #   961 1   3,115 4   84,355 95
                           
Crime level where students live3                           
High  91,324   1,073 1   872 1   10,743 13   67,909 84
Moderate  106,984   474 #   1,335 1   6,620 7   88,718 91
Low  171,156   385 #   1,682 1   8,704 6   139,867 93
Mixed  62,052   # #   165 #   12,066 24   38,047 76
                           
Percent minority enrollment4                           
Less than 5 percent  55,229   # #   535 1   2,736 5   47,391 94
5 to 20 percent  67,993   273 #   509 1   3,814 6   54,534 92
20 to 50 percent  84,189   241 #   400 1   6,575 10   57,860 89
50 percent or more  217,795   1,417 1   2,477 1   24,841 13   168,750 85
                           
Percent of students eligible for free or reduced-price lunch                           
                         
                         
0–20 percent  39,045   # #   227 1   911 3   33,769 97
21–50 percent  120,358   514 1   1,095 1   8,662 9   90,114 90
More than 50 percent  272,113   1,417 1   2,733 1   28,560 12   210,658 87
                           
Percent of students below 15th percentile on standardized tests                           
                         
0–5 percent  88,269   241 #   620 1   4,953 6   74,551 93
6–15 percent  177,530   1,305 1   1,944 1   12,780 9   132,543 89
More than 15 percent  165,717   385 #   1,491 1   20,401 14   127,447 85
                           
Percent of students likely to attend college                           
                         
0–35 percent  185,543   1,931 1   1,952 1   21,654 14   131,349 84
36–60 percent  124,596   # #   1,338 1   5,193 5   108,687 94
More than 60 percent  121,377   # #   764 1   11,286 11   94,505 89
                           
Percent of students who consider academic achievement important                           
                         
0–25 percent  62,718   1,345 3   1,484 3   9,043 17   39,974 77
26–50 percent  122,430   241 #   821 1   11,072 10   94,982 89
51–75 percent  144,689   344 #   1,258 1   15,061 12   114,278 87
More than 75 percent  101,679   # #   491 1   2,957 3   85,307 96
                           
Percent male enrollment                           
0–44 percent  31,522   273 1   326 1   2,584 9   25,413 89
45–55 percent  339,941   1,546 1   3,351 1   22,254 7   270,626 91
More than 55 percent  60,052   112 #   378 1   13,295 25   38,502 74
                           
Student-to-teacher ratio5                           
Less than 12 students  177,877   1,185 1   2,158 1   13,966 9   138,047 89
12–16 students  167,844   241 #   1,404 1   19,663 14   123,606 85
More than 16 students  85,795   505 1   493 1   4,504 6   72,888 93
                           
Number of classroom changes6                           
0–3 changes  166,679   241 #   1,134 1   10,171 7   140,508 92
4–6 changes  216,096   1,417 1   2,402 1   21,872 12   159,567 86
More than 6 changes  48,741   273 1   519 1   6,090 15   34,465 83
                           
Regular use of law enforcement7                           
Regular use  183,103   1,426 1   1,315 1   15,872 9   149,246 89
No regular use  248,413   505 #   2,740 1   22,261 11   185,295 88
                           
Number of serious discipline problems8                           
                         
No problems  180,986   586 #   2,089 1   12,196 8   145,643 91
1 problem  111,048   273 #   762 1   15,034 15   82,165 84
2 problems  77,157   1,073 2   397 1   4,747 7   58,714 90
3 or more problems  62,325   # #   807 1   6,157 11   48,018 87
                           
Transfers as a percentage of enrollment9                           
                         
0 to 6 percent  38,468   112 #   471 1   1,373 4   31,634 94
6 to 11 percent  55,829   241 1   896 2   3,364 7   43,278 91
11 to 21 percent  131,239   273 #   899 1   10,324 9   108,087 90
21 percent or more  205,979   1,305 1   1,789 1   23,073 13   151,542 85
                           
Prevalence of schoolwide disruptions10                           
                         
No disruptions  411,934   1,931 1   3,838 1   35,207 10   318,966 89
Any disruptions  19,582   # #   217 1   2,926 16   15,575 83
                           
Percent of students absent on a daily basis                           
                         
0–2 percent  28,787   # #   293 1   1,386 6   21,309 93
3–5 percent  207,166   1,658 1   2,650 1   13,335 7   162,037 90
6–10 percent  167,718   273 #   572 #   21,971 15   126,152 85
More than 10 percent  27,844   # #   540 2   1,442 5   25,042 93
# Rounds to zero.
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.
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.


Would you like to help us improve our products and website by taking a short survey?

YES, I would like to take the survey

or

No Thanks

The survey consists of a few short questions and takes less than one minute to complete.
National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education