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

Crime and Safety Surveys

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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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