Table 20. Percentage distribution of public primary schools reporting selected percentages of students with a parent or guardian who attended an open house or back-to-school night or regularly scheduled parent-teacher conferences, by selected school characteristics: School year 2005

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Table 20. Percentage distribution of public primary schools reporting selected percentages of students with a parent or guardian who attended an open house or back-to-school night or regularly scheduled parent-teacher conferences, by selected school characteristics: School year 2005–06

	Percent of students with a parent or guardian who attended an open house or back-to-school night									Percent of students with a parent or guardian who attended regularly scheduled parent-teacher conferences
School characteristic	0–25 percent		26–50 percent		51–75 percent		76–100 percent	School does not offer		0–25 percent		26–50 percent		51–75 percent		76–100 percent	School does not offer
All public schools	1	!	7		26		64	1	!	1	!	7		20		71	‡

Enrollment size
Less than 300	‡		8		28		57	4	!	‡		7	!	18		73	‡
300–499	‡		7		26		66	‡		‡		9		18		72	‡
500–999	1	!	5		26		67	‡		2	!	6		23		69	‡
1,000 or more	#		18	!	‡		74	#		#		‡		32		64	#

Urbanicity
City	‡		12		31		54	#		3	!	10		24		62	‡
Urban fringe	‡		4		21		75	‡		‡		4		16		79	#
Town	#		7	!	32		59	‡		#		7	!	18		76	#
Rural	‡		6	!	26		63	4	!	#		9		22		68	‡

Crime level where students live¹
High	‡		25		27		44	‡		6	!	11	!	25		59	#
Moderate	‡		11		32		54	‡		3	!	10		30		57	#
Low	#		3		25		71	‡		‡		6		14		79	‡
Mixed	‡		‡		24		65	‡		#		5	!	28		67	#

Percent minority enrollment²
Less than 5 percent	‡		4	!	20		70	‡		#		7	!	10		81	‡
5 to less than 20 percent	‡		4	!	17		78	#		‡		4	!	13		82	‡
20 to less than 50 percent	‡		5	!	27		66	‡		#		5	!	18		78	#
50 percent or more	‡		12		33		53	‡		3	!	11		29		57	‡

Percent of students eligible for free or reduced-price lunch
0–20 percent	#		‡		13		85	‡		#		‡		7	!	92	‡
21–50 percent	‡		2	!	22		73	‡		‡		4	!	18		77	#
More than 50 percent	‡		13		35		50	‡		2	!	13		27		58	‡

Percent of students below 15th percentile on standardized tests
0–5 percent	‡		4		20		74	‡		‡		5		14		79	‡
6–15 percent	‡		5		30		63	‡		‡		6		22		70	‡
More than 15 percent	‡		16		29		51	‡		‡		13		26		59	#

Percent of students likely to attend college
0–35 percent	‡		16		33		48	‡		3	!	11		27		59	#
36–60 percent	‡		6		32		59	‡		‡		11		21		66	‡
More than 60 percent	‡		‡		16		80	2	!	‡		2	!	14		84	‡

Percent of students who consider academic achievement important
0–25 percent	#		23		29		46	‡		‡		‡		38		44	#
26–50 percent	‡		9	!	37		47	‡		‡		10		26		63	#
51–75 percent	‡		6	!	30		63	‡		‡		10		19		70	‡
More than 75 percent	‡		5		20		73	‡		1	!	4		17		77	‡

Percent male enrollment
0–44 percent	#		‡		27		66	#		‡		‡		11	!	78	#
45–55 percent	1	!	6		27		64	1	!	1	!	6		21		71	‡
More than 55 percent	#		10		23		64	‡		#		12		17		69	‡

Student-to-FTE ratio³
Less than 12 students	‡		8		27		61	2	!	2	!	9		21		67	‡
12–16 students	‡		6	!	23		70	‡		‡		6		21		72	‡
More than 16 students	‡		5	!	29		63	‡		‡		3	!	17		79	#

Number of classroom changes⁴
0–3 changes	‡		8		28		62	‡		‡		7		19		73	‡
4–6 changes	‡		7		24		67	‡		‡		8		19		72	‡
More than 6 changes	#		6	!	30		62	‡		‡		6	!	30		62	#

Regular use of law enforcement⁵
Regular use	2	!	9		24		64	‡		2	!	8		27		62	‡
No regular use	‡		6		27		64	2	!	1	!	7		18		74	‡

Number of serious discipline problems⁶
No problems	‡		5		24		69	‡		‡		6		18		75	‡
1 problem	‡		12		28		59	#		‡		8	!	28		61	‡
2 problems	‡		‡		46		40	‡		‡		10	!	22		63	#
3 or more problems	#		25	!	33		34	‡		‡		15	!	33		46	#

Transfers as a percentage of enrollment⁷
Less than 6 percent	‡		‡		21		74	‡		‡		‡		14		83	#
6 to less than 11 percent	‡		5	!	23		71	#		‡		5	!	15		78	‡
11 to less than 21 percent	‡		5	!	28		64	‡		#		5	!	19		75	‡
21 percent or more	‡		12		30		56	‡		3	!	12		27		58	‡

Prevalence of schoolwide disruptions⁸
No disruptions	1	!	7		26		64	1	!	1	!	7		20		71	‡
Any disruptions	#		#		20	!	80	#		#		‡		16	!	80	#

Percent of students absent on a daily basis
0–2 percent	#		‡		24		69	‡		#		5	!	18		77	#
3–5 percent	‡		5		24		69	‡		1	!	7		17		74	‡
6–10 percent	‡		11		31		55	‡		‡		10		25		62	‡
More than 10 percent	‡		10	!	33		48	‡		‡		‡		27	!	65	#

Prevalence of violent incidents⁹
No violent incidents	‡		4	!	21		71	‡		#		5		13		81	#
Any violent incidents	1	!	8		29		61	‡		2	!	8		23		66	‡
# 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 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 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: Detail may not sum to totals because of rounding. Reponses 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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