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Table 12.  Percentage of public primary schools reporting that removals or transfers for at least the remainder of the school year, or suspensions or removals for less than the remainder of the school year, were allowable disciplinary actions, by selected school characteristics: School year 2005–06

Suspension or removal for less than the remainder of the school year
Removal or transfer Out-of-school suspension or removal In-school suspension
School characteristic Removal with no continuing school services for at least the remainder of the school year Transfer to specialized school1 Transfer to another regular school Removal with school-provided tutoring/at-home instruction for at least the remainder of the school year   No curriculum/ services provided Curriculum/ services provided   No curriculum/ services provided Curriculum/ services provided
All public schools  40 54 37 51   58 67   22 74
                     
Enrollment size                     
Less than 300  46 50 32 55   53 65   23 75
300–499  41 55 38 54   57 67   21 71
500–999  36 56 39 45   63 68   21 75
1,000 or more  31 66 47 37   59 66   31 85
                     
Urbanicity                     
City  32 61 48 43   61 62   20 69
Urban fringe  41 54 33 52   57 70   25 73
Town  35 45 19 42   54 63   20 81
Rural  50 50 36 60   57 69   20 78
                     
Crime level where
students live2 
                   
High  37 62 46 43   72 69   25 76
Moderate  36 54 38 48   63 66   13 70
Low  42 52 35 52   54 65   24 74
Mixed  39 62 37 55   57 77   25 77
                     
Percent minority
enrollment3 
                   
Less than 5 percent  46 46 30 56   55 70   29 77
5 to less than 20 percent  44 58 39 60   50 67   23 78
20 to less than 50 percent  44 58 44 49   63 67   21 73
50 percent or more  31 54 35 43   62 67   19 70
                     
Percent of students
eligible for free or
reduced-price lunch 
                   
0–20 percent  47 58 42 59   51 71   27 74
21–50 percent  40 54 37 51   56 67   25 77
More than 50 percent  37 53 35 47   63 65   17 71
                     
Percent of students
below 15th percentile on
standardized tests 
                   
0–5 percent  39 50 35 48   52 61   23 71
6–15 percent  41 59 38 51   59 69   22 76
More than 15 percent  42 54 39 55   66 73   20 73
                     
Percent of students likely
to attend college 
                   
0–35 percent  40 58 38 51   68 68   23 77
36–60 percent  44 52 40 53   60 67   23 74
More than 60 percent  38 53 33 49   49 65   20 71
                     
Percent of students who
consider academic
achievement important 
                   
0–25 percent  40 46 30 45   64 54   59
26–50 percent  41 59 37 41   67 69   23 72
51–75 percent  42 59 40 58   59 75   25 80
More than 75 percent  39 51 36 51   54 63   21 72
                     
Percent male enrollment                     
0–44 percent  41 79 44 56   62 72   21 83
45–55 percent  39 53 38 51   59 68   21 74
More than 55 percent  46 50 30 49   52 57   30 68
                     
Student-to-FTE ratio4                     
Less than 12 students  39 49 32 51   56 66   22 72
12–16 students  39 61 38 50   60 66   21 74
More than 16 students  48 56 50 51   62 71   24 78
                     
Number of classroom
changes5 
                   
0–3 changes  39 52 35 42   58 60   23 69
4–6 changes  41 58 38 57   56 72   21 74
More than 6 changes  42 49 40 60   67 71   22 85
                     
Regular use of law
enforcement6 
                   
Regular use  39 54 39 46   65 64   21 79
No regular use  41 54 36 52   56 68   22 72
                     
Number of serious
discipline problems7 
                   
No problems  40 51 34 49   55 65   21 73
1 problem  41 61 37 57   62 73   21 77
2 problems  44 74 59 54   77 74   33 76
3 or more problems  39 56 50 48   72 68   27 74
                     
Transfers as a percentage
of enrollment8 
                   
Less than 6 percent  41 49 34 50   54 66   28 62
6 to less than 11 percent  39 55 35 51   55 69   20 79
11 to less than 21 percent  38 48 37 49   54 64   22 75
21 percent or more  42 61 39 52   65 68   21 74
                     
Prevalence of schoolwide
disruptions9 
                   
No disruptions  40 54 36 50   58 66   22 73
Any disruptions  36 60 52 60   63 83   26 84
                     
Percent of students
absent on a daily basis 
                   
0–2 percent  46 64 48 52   51 66   25 76
3–5 percent  41 54 35 52   60 67   23 75
6–10 percent  39 53 36 51   58 69   16 71
More than 10 percent  29 45 34 40   58 59   26 70
                     
Prevalence of
violent incidents10 
                   
No violent incidents  39 48 32 47   42 59   19 63
Any violent incidents  41 57 39 53   66 71   23 78
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
1 Specialized school was defined for respondents as "a school that is specifically for students who were referred for disciplinary reasons, although the school may also have students who were referred for other reasons. The school may be at the same locationas your school."
2 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 differentlevels of crime."
3 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
4 Student-to-FTE 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 andpart-time teachers and aides, including special education teachers and aides, with an adjustment to compensate for the part-time status.
5 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
6 Respondents were asked, "During the 2005–2006 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school at least once a week?"
7 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.
8 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.
9 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.
10 Violent incidents include rape or attempted 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 the school. Primary schools are defined as schools in which the lowest grade is not higher than grade 3 and the highest grade is not higherthan grade 8.
SOURCE: U.S. Department of Education, National Center for Education Statistics (NCES), 2005–06 School Survey on Crime and Safety (SSOCS), 2006.


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