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