Table 16. Number and percentage distribution of students in public primary schools involved in the use or possession of a weapon other than a firearm at school receiving various disciplinary actions, by selected school characteristics: School year 2005

School Survey on Crime and Safety (SSOCS)

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Table 16. Number and percentage distribution of students in public primary schools involved in the use or possession of a weapon other than a firearm at school receiving various disciplinary actions, by selected school characteristics: School year 2005–06

	Disciplinary actions taken for students involved in the use or possession of a weapon¹ other than a firearm at school
	Removals with no continuing services for at least the remainder of the school year				Transfers to specialized schools²				Out-of-school suspen- sions lasting 5 or more days but less than the remain- der of the school year				Other disciplinary action³
School characteristic	Number		Percent		Number		Percent		Number		Percent		Number		Percent
All public schools	410	!	2	!	1,310	!	7		6,282		33		11,221		58

Enrollment size
Less than 300	‡		‡		‡		‡		818	!	35	!	1,323	!	57
300–499	‡		‡		‡		‡		1,473		27		3,491		64
500–999	‡		‡		610	!	6	!	3,200		32		6,103		61
1,000 or more	#		#		‡		‡		791	!	60		‡		‡

Urbanicity
City	‡		‡		‡		‡		3,332		43		3,942		51
Urban fringe	‡		‡		550	!	9	!	1,788		29		3,813		61
Town	‡		‡		‡		‡		‡		‡		824	!	73
Rural	‡		‡		400	!	10	!	999	!	24		2,642		63

Crime level where students live⁴
High	‡		‡		‡		‡		2,175	!	41		2,902	!	55
Moderate	‡		‡		600	!	13	!	2,004		43		1,973		42
Low	‡		‡		540	!	8	!	1,333		19		5,003		72
Mixed	‡		‡		‡		‡		769	!	34	!	1,342		60

Percent minority enrollment⁵
Less than 5 percent	#		#		‡		‡		407	!	28	!	925	!	64
5 to less than 20 percent	#		#		‡		‡		‡		‡		2,622		85
20 to less than 50 percent	‡		‡		‡		10	!	928	!	29		1,781		55
50 percent or more	‡		‡		680	!	6	!	4,580		42		5,409		50

Percent of students eligible for free or reduced-price lunch
0–20 percent	#		#		‡		‡		471	!	25	!	1,397		73
21–50 percent	‡		‡		‡		‡		897	!	23		2,714		70
More than 50 percent	290	!	‡		1,090	!	8	!	4,914		37		7,111		53

Percent of students below 15th percentile on standardized tests
0–5 percent	‡		‡		‡		‡		1,159		29		2,401		61
6–15 percent	‡		‡		550	!	8	!	1,895		27		4,412		63
More than 15 percent	‡		‡		‡		‡		3,227		39		4,408		54

Percent of students likely to attend college
0–35 percent	‡		‡		770	!	7	!	3,799		33		6,616		58
36–60 percent	‡		‡		360	!	9	!	1,325		34		2,110	!	54
More than 60 percent	‡		‡		‡		‡		1,157		30		2,495		64

Percent of students who consider academic achievement important
0–25 percent	#		#		#		#		‡		‡		993	!	77
26–50 percent	‡		‡		600	!	12	!	1,445	!	28		2,933		57
51–75 percent	‡		‡		600	!	10	!	2,195		36		3,100		52
More than 75 percent	‡		‡		‡		‡		2,351	!	35		4,194		62

Percent male enrollment
0–44 percent	‡		‡		‡		‡		‡		‡		‡		64	!
45–55 percent	‡		‡		1,120	!	8	!	4,555		31		8,865		60
More than 55 percent	#		#		‡		‡		1,473	!	47	!	1,563	!	49

Student-to-FTE ratio⁶
Less than 12 students	‡		‡		560	!	6	!	2,584		29		5,641		63
12–16 students	‡		‡		‡		9	!	1,820		33		2,949		54
More than 16 students	‡		‡		‡		‡		1,878	!	39		2,631		55

Number of classroom changes⁷
0–3 changes	‡		‡		610	!	9	!	2,858		40		3,540		50
4–6 changes	‡		‡		610	!	6	!	3,054		33		5,458		58
More than 6 changes	#		#		‡		‡		369	!	14	!	2,223		83

Regular use of law enforcement⁸
Regular use	‡		‡		‡		‡		3,308		44		3,739		50
No regular use	350	!	3	!	970	!	8		2,973		25		7,482		63

Number of serious discipline problems⁹
No problems	‡		‡		580	!	6	!	3,061		32		5,561		58
1 problem	#		#		‡		9	!	790	!	20	!	2,750	!	70
2 problems	#		#		‡		‡		951	!	33		1,655	!	57
3 or more problems	‡		‡		‡		‡		1,480	!	52	!	1,256	!	44	!

Transfers as a percentage of enrollment¹⁰
Less than 6 percent	#		#		‡		‡		340	!	20	!	1,313		77
6 to less than 11 percent	‡		‡		‡		‡		895	!	30		1,647	!	55
11 to less than 21 percent	‡		‡		220	!	6	!	1,181		32		2,244		61
21 percent or more	‡		‡		660	!	6	!	3,866		36		6,016		56

Prevalence of schoolwide disruptions¹¹
No disruptions	410	!	2	!	1,180	!	7		6,065		34		9,929		56
Any disruptions	#		#		‡		‡		‡		‡		1,292	!	79

Percent of students absent on a daily basis
0–2 percent	‡		‡		‡		‡		989	!	42	!	1,115	!	47
3–5 percent	‡		‡		640	!	7	!	2,552		28		5,717		63
6–10 percent	‡		‡		‡		‡		2,266	!	32		4,131		59
More than 10 percent	#		#		#		#		474	!	65	!	‡		‡

Prevalence of violent incidents¹²
No violent incidents	#		#		‡		‡		‡		‡		803	!	61
Any violent incidents	410	!	2	!	1,200	!	7	!	5,883		33		10,419		58
# 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 Weapon was defined for respondents as "any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others."
² 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 location as your school."
³ Other disciplinary actions include suspension less than 5 days, detention, etc.
⁴ 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."
⁵ Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
⁶ 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.
⁷ Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁸ 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?"
⁹ 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.
¹⁰ 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.
¹¹ 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.
¹² 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: "At school" was defined for respondents to include activities that happen in school buildings, on school grounds, on school buses, and at places that hold school-sponsored events or activities. Detail may not sum to totals because of rounding. The number of incidents, students, or disciplinary actions reported for a specified offense will not always be equal. This may be because a single incident could involve multiple victims or because no disciplinary action is taken for an incident. 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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