Table 13. Percentage of public primary schools reporting that specified disciplinary actions were allowable, by selected school characteristics: School year 2005

School Survey on Crime and Safety (SSOCS)

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Table 13. Percentage of public primary schools reporting that specified disciplinary actions were allowable, by selected school characteristics: School year 2005–06

	Percentage of schools allowing specific disciplinary action
School characteristic	Referral to school counselor	Assigned to a program to reduce disciplinary problems during school hours	Assigned to a program to reduce disciplinary problems outside of school hours	Kept off school bus due to misbehavior	Corporal punishment		Put on school probation	Detention and/or Saturday school	Loss of student privileges	Require participation in community service
All public schools	92	51	30	82	12		49	56	93	22
Enrollment size
Less than 300	93	49	31	74	12		47	59	93	20
300–499	91	57	32	87	13		49	52	92	22
500–999	92	47	26	84	11		51	58	94	24
1,000 or more	94	55	44	76	‡		43	64	86	26	!

Urbanicity
City	88	54	34	76	4	!	43	54	92	27
Urban fringe	92	47	25	82	7		50	59	92	19
Town	95	50	24	92	26		56	49	93	27
Rural	96	53	34	87	22		52	59	94	20

Crime level where students live¹
High	90	63	41	76	10	!	51	60	96	32
Moderate	91	50	34	76	12		46	56	95	25
Low	92	48	26	84	13		49	55	91	20
Mixed	94	61	29	91	7	!	56	62	95	20

Percent minority enrollment²
Less than 5 percent	94	54	42	81	13		55	64	92	16
5 to less than 20 percent	94	49	20	88	9	!	48	52	92	20
20 to less than 50 percent	92	49	23	85	15		43	51	95	24
50 percent or more	89	53	34	77	9		50	61	93	26

Percent of students eligible for free or reduced-price lunch
0–20 percent	89	41	29	80	‡		51	51	90	22
21–50 percent	94	54	24	86	12		46	57	94	17
More than 50 percent	93	53	33	82	16		50	59	93	26

Percent of students below 15th percentile on standardized tests
0–5 percent	92	48	27	80	10		45	51	90	22
6–15 percent	94	53	31	85	14		54	56	94	21
More than 15 percent	89	54	32	81	11		47	65	95	26

Percent of students likely to attend college
0–35 percent	92	53	35	81	18		53	58	95	25
36–60 percent	94	54	33	90	13		53	62	94	21
More than 60 percent	91	47	23	78	7		43	51	91	21

Percent of students who consider academic achievement important
0–25 percent	90	50	33	62	18	!	41	57	88	16	!
26–50 percent	91	52	33	81	17		55	56	96	28
51–75 percent	92	53	31	85	11		55	66	95	21
More than 75 percent	93	50	28	83	10		44	51	91	22

Percent male enrollment
0–44 percent	96	56	44	82	16	!	57	57	90	17	!
45–55 percent	92	50	28	83	11		49	56	94	23
More than 55 percent	91	56	32	76	13		43	57	89	19

Student-to-FTE ratio³
Less than 12 students	94	54	31	80	11		48	53	92	21
12–16 students	93	47	26	90	18		48	56	93	25
More than 16 students	85	50	32	77	‡		53	67	96	21

Number of classroom changes⁴
0–3 changes	89	49	29	78	10		46	54	92	20
4–6 changes	94	53	29	86	12		49	57	92	20
More than 6 changes	95	49	31	84	18		61	63	96	39

Regular use of law enforcement⁵
Regular use	96	53	32	81	15		55	60	92	25
No regular use	91	50	29	83	11		47	55	93	21

Number of serious discipline problems⁶
No problems	93	48	29	81	12		47	55	91	20
1 problem	91	55	27	84	12		56	62	97	34
2 problems	89	74	39	92	‡		59	58	98	27
3 or more problems	91	49	31	88	20	!	51	66	97	16	!

Transfers as a percentage of enrollment⁷
Less than 6 percent	85	33	26	74	6	!	40	52	86	12
6 to less than 11 percent	96	61	36	87	12		53	58	92	25
11 to less than 21 percent	94	55	27	79	13		52	58	95	20
21 percent or more	92	50	29	86	14		49	56	94	27

Prevalence of schoolwide disruptions⁸
No disruptions	92	50	29	83	12		48	56	92	21
Any disruptions	90	68	42	76	#		69	69	100	43

Percent of students absent on a daily basis
0–2 percent	90	55	25	81	10	!	50	54	90	15
3–5 percent	94	51	30	81	12		49	58	92	24
6–10 percent	91	50	28	89	14		52	58	97	23
More than 10 percent	87	53	41	74	‡		39	41	93	21

Prevalence of violent incidents⁹
No violent incidents	90	41	26	79	13		40	46	89	16
Any violent incidents	93	56	31	84	11		53	62	95	25
# Rounds to zero.
! 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 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 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
³ 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 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 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?"
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 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 higher than 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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