Skip Navigation
small NCES header image

Table 19.  Percentage of public primary schools reporting the use of selected practices to involve parents in school discipline, by selected school characteristics: School year 2005–06

School characteristic Have a formal process to obtain parent input on policies related to school crime and discipline   Provide training or technical assistance to parents in dealing with students' problem behavior   Have a program that involves parents at school helping to maintain school discipline  
All public schools  60   59   28  
             
Enrollment size             
Less than 300  53   50   24  
300–499  58   60   27  
500–999  66   64   31  
1,000 or more  68   67   26 !
             
Urbanicity             
City  69   69   37  
Urban fringe  56   60   26  
Town  60   52   22  
Rural  54   50   22  
             
Crime level where students live1             
High  68   70   34  
Moderate  69   65   32  
Low  54   55   25  
Mixed  65   65   32  
             
Percent minority enrollment2             
Less than 5 percent  46   51   20  
5 to less than 20 percent  49   51   26  
20 to less than 50 percent  62   60   21  
50 percent or more  72   69   39  
             
Percent of students
eligible for free or
reduced-price lunch 
           
0–20 percent  48   53   28  
21–50 percent  57   58   24  
More than 50 percent  66   62   31  
             
Percent of students below 15th
percentile on standardized tests 
           
0–5 percent  54   61   28  
6–15 percent  62   56   29  
More than 15 percent  64   62   26  
             
Percent of students likely
to attend college 
           
0–35 percent  61   57   21  
36–60 percent  59   58   28  
More than 60 percent  60   62   33  
             
Percent of students who consider
academic achievement important 
           
0–25 percent  58   48   22 !
26–50 percent  55   53   22  
51–75 percent  59   59   29  
More than 75 percent  62   62   30  
             
Percent male enrollment             
0–44 percent  56   55   33  
45–55 percent  59   60   28  
More than 55 percent  65   55   24  
             
Student-to-FTE ratio3             
Less than 12 students  61   64   30  
12–16 students  61   53   23  
More than 16 students  53   58   29  
             
Number of classroom changes4             
0–3 changes  62   57   31  
4–6 changes  59   64   28  
More than 6 changes  55   49   18  
             
Regular use of law enforcement5             
Regular use  70   67   37  
No regular use  56   56   25  
             
Number of serious
discipline problems6 
           
No problems  61   59   28  
1 problem  53   55   26  
2 problems  51   68   32  
3 or more problems  66   59   29 !
             
Transfers as a percentage
of enrollment7 
           
Less than 6 percent  55   51   24  
6 to less than 11 percent  56   64   28  
11 to less than 21 percent  61   57   32  
21 percent or more  63   61   26  
             
Prevalence of schoolwide
disruptions8 
           
No disruptions  59   58   28  
Any disruptions  78   79   39 !
             
Percent of students
absent on a daily basis 
           
0–2 percent  53   53   31  
3–5 percent  61   61   29  
6–10 percent  57   59   24  
More than 10 percent  68   60   31  
             
Prevalence of violent incidents9             
No violent incidents  62   54   24  
Any violent incidents  58   62   30  
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent 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 on 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. Detail may not sum to totals, because schools may have reported using more than one of these practices. 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.


Would you like to help us improve our products and website by taking a short survey?

YES, I would like to take the survey

or

No Thanks

The survey consists of a few short questions and takes less than one minute to complete.
National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education