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Table 19.  Percentage of public primary schools reporting the use of selected practices to involve parents in school discipline, by selected school characteristics: School year 2003–04


School characteristic Have a formal process to obtain parent input on policies related to school crime and discipline   Provide training or technical assistance to parents in dealing with students' problem behavior   Have a program that involves parents at school helping to maintain school discipline
All public schools 58   55   24
           
Enrollment size           
Less than 300  58   49   24
300–499  53   54   19
500–999  64   59   25
1,000 or more  58   70   56
           
Urbanicity           
City  60   64   32
Urban fringe  64   57   23
Town  46   40   10
Rural  54   49   21
           
Crime level where students live1  70   57   34
High  55   58   30
Moderate  57   53   19
Low  62   59   30
Mixed           
           
Percent minority enrollment2  48   45   18
Less than 5 percent  55   52   17
5 to 20 percent  59   58   24
20 to 50 percent  66   61   32
50 percent or more           
           
Percent of students eligible for free or reduced-price lunch  54   54   21
         
         
0–20 percent  58   53   21
21–50 percent  61   57   27
More than 50 percent           
           
Percent of students below 15th percentile on standardized tests           
         
0–5 percent  57   49   21
6–15 percent  59   60   21
More than 15 percent  60   54   30
           
Percent of students likely           
to attend college           
0–35 percent  56   51   23
36–60 percent  60   56   23
More than 60 percent  60   58   24
           
Percent of students who consider academic achievement important           
         
0–25 percent  48   51   22
26–50 percent  59   51   24
51–75 percent  56   53   24
More than 75 percent  62   59   23
           
Percent male enrollment           
0–44 percent  52   44   27
45–55 percent  59   56   22
More than 55 percent  61   51   29
           
Student-to-teacher ratio3           
Less than 12 students  64   54   22
12–16 students  54   57   24
More than 16 students  56   52   27
           
Number of classroom changes4           
0–3 changes  58   58   25
4–6 changes  59   55   23
More than 6 changes  58   44   21
           
Regular use of law enforcement5           
Regular use  57   58   28
No regular use  59   53   21
           
Number of serious discipline problems6           
         
No problems  60   57   24
1 problem  56   48   23
2 problems  53   46   25
3 or more problems  58   65   21
           
Transfers as a percentage of enrollment7           
         
0 to 6 percent  57   53   24
6 to 11 percent  54   55   27
11 to 21 percent  61   53   20
21 percent or more  60   57   24
           
Prevalence of schoolwide disruptions8           
         
No disruptions  58   55   24
Any disruptions  67   64   24
           
Percent of students absent on a daily basis           
         
0–2 percent  54   56   22
3–5 percent  57   53   20
6–10 percent  62   57   31
More than 10 percent  69   63   42
           
Prevalence of violent incidents9           
No violent incidents  62   54   21
Any violent incidents  57   55   24
1 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."
2 These estimates exclude data from Tennessee because schools in this state did not report estimates of student race.
3 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.
4 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
5 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?"
6 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.
7 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.
8 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.
9 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: 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