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

School Survey on Crime and Safety (SSOCS)

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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.

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