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Table 18.  Number and percentage distribution of students in public primary schools involved in physical attacks or fights at school receiving various disciplinary actions, by selected school characteristics: School year 2005–06

  Disciplinary actions taken for students involved in physical attacks or fights at school 
  Removals with no continuing services for at least the remainder of the school year   Transfers to specialized schools1   Out-of-school suspensions lasting 5 or more days but less than the remainder of the school year   Other disciplinary action2
School characteristic  Number Percent   Number   Percent     Number   Percent     Number   Percent  
All public schools          49,600   16     256,810   81  
                                   
Enrollment size                                   
Less than 300  # #         3,460 ! 10 !   29,230   87  
300–499          18,110 ! 15 !   98,080   80  
500–999    1,630 ! 1     26,520 ! 18     119,500   81  
1,000 or more          1,520 ! 12 !   10,000 ! 76  
                                   
Urbanicity                                   
City          37,860 ! 25     108,610   70  
Urban fringe    570 ! 1 !   7,640 ! 8 !   84,600   90  
Town  # #               16,670   91  
Rural          2,610 ! 5 !   46,930   92  
                                   
Crime level where students live3                                   
High    1,260 ! 2 !   22,610 ! 27 !   58,960   71  
Moderate    1,080 ! 1 !   12,790   13     80,150   84  
Low  # #               92,910   85  
Mixed  # #         3,350 ! 12 !   24,790   85  
                                   
Percent minority enrollment4                                   
Less than 5 percent  # #           6 !   30,000 ! 92  
5 to less than 20 percent  # #   290 ! 1 !   1,100 ! 3 !   39,100   97  
20 to less than 50 percent  # #   1,020 ! 2 !   4,050   8     44,430   90  
50 percent or more          42,330   22     138,840   73  
                                   
Percent of students
eligible for free or
reduced-price lunch 
                                 
0–20 percent  # #         850 !     21,960   96  
21–50 percent  # #   390 ! 1 !   3,370   5     63,060   94  
More than 50 percent          45,380   20     171,790   75  
                                   
Percent of students below 15th
percentile on standardized tests 
                                 
0–5 percent  # #   430 ! 1 !   6,360 ! 9 !   64,390   90  
6–15 percent    1,840 ! 2 !   10,110 ! 10     86,340   88  
More than 15 percent          33,130 ! 22     106,080   72  
                                   
Percent of students likely
to attend college 
                                 
0–35 percent    2,360 ! 2     22,570 ! 17 !   106,950   80  
36–60 percent    1,330 ! 1 !   12,170 ! 13 !   80,370   85  
More than 60 percent  # #         14,870 ! 17 !   69,500   77  
                                   
Percent of students who consider
academic achievement important 
                                 
0–25 percent          1,660 ! 11 !   13,010 ! 88  
26–50 percent  # #     2 !   4,550 ! 7     58,630   91  
51–75 percent          19,090 ! 17     83,760   76  
More than 75 percent    2,030 ! 2 !   24,300 ! 19 !   101,400   79  
                                   
Percent male enrollment                                   
0–44 percent  # #   480 ! 2 !   4,190 ! 20     16,740 ! 78  
45–55 percent          35,120   13     219,040   83  
More than 55 percent  # #               21,030   66 !
                                   
Student-to-FTE ratio5                                   
Less than 12 students          29,570   18     126,640   77  
12–16 students  # #   800 ! 1 !   5,940 ! 8 !   70,930   91  
More than 16 students                59,240   78  
                                   
Number of classroom changes6                                   
0–3 changes          16,590 ! 15 !   88,990   79  
4–6 changes    2,380   1     30,450 ! 18     132,760   80  
More than 6 changes  # #         2,570 ! 7 !   35,060   91  
                                   
Regular use of law enforcement7                                   
Regular use    1,260 ! 1 !   24,240 ! 22     85,850   77  
No regular use          25,360 ! 12     170,970   83  
                                   
Number of serious
discipline problems8 
                                 
No problems    1,970 ! 1 !   16,200   10     136,620   88  
1 problem    1,430 ! 2 !   7,570 ! 11 !   60,510   85  
2 problems    910 ! 3 !         31,680   87  
3 or more problems  # #           40     27,990 ! 51  
                                   
Transfers as a percentage
of enrollment9 
                                 
Less than 6 percent          1,240 ! 7 !   17,040   92  
6 to less than 11 percent    1,450 ! 3 !   6,640 ! 13     44,600   84  
11 to less than 21 percent    410 ! 1 !   9,120 ! 12 !   65,580   87  
21 percent or more          32,600 ! 19     129,590   76  
                                   
Prevalence of schoolwide
disruptions10 
                                 
No disruptions    3,660   1     41,640   15     239,130   84  
Any disruptions                17,680 !  
                                   
Percent of students
absent on a daily basis 
                                 
0–2 percent  # #         2,480 ! 12 !   18,490   88  
3–5 percent    1,890   1     16,170   11     128,840   87  
6–10 percent  # #         25,630 ! 20 !   93,110   74  
More than 10 percent                16,370 ! 75  
# 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 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."
2 Other disciplinary actions include suspension less than 5 days, detention, etc.
3 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."
4 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
5 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.
6 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
7 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?"
8 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.
9 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.
10 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.
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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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education