Skip Navigation
small NCES header image

Table 14.  Percentage of public middle schools reporting that specified actions other than removals, transfers and suspensions were available as disciplinary actions, by selected school characteristics: 1999–2000


School characteristic Referral to school counselor Assigned to program to reduce disciplinary problems during school hours Assigned to program to reduce disciplinary problems outside of school hours Kept off school bus due to misbehavior Corporal punishment Put on school probation Detention and/or Saturday school Loss of student privileges Require parti-
cipation in community service
All public middle schools 98 78 58 97 28 88 89 98 49
                   
Enrollment size                  
Less than 300 92 65 47 95 34 78 82 98 48
300–499 97 73 50 97 36 87 91 99 42
500–999 99 82 64 98 23 91 89 98 53
1,000 or more99 90 61 95 21 90 95 95 60
                   
Urbanicity                  
City 98 85 63 93 24 89 88 98 59
Urban fringe 98 80 60 96 16 87 92 97 51
Town 98 75 48 99 48 85 84 99 39
Rural 96 71 57 99 35 89 89 99 49
                   
Crime level where students live1                  
High 100 95 66 85 10 77 87 98 49
Moderate 94 79 61 96 36 94 83 99 53
Low 98 76 57 98 27 87 91 98 50
Mixed 99 81 52 98 31 90 87 95 50
                   
Percent minority enrollment1                  
0–5 percent 98 75 57 100 23 88 92 99 51
6–20 percent 98 74 52 98 26 87 93 98 49
21–50 percent 99 77 58 97 29 87 85 96 47
More than 50 percent 96 86 63 91 35 88 85 97 55
                   
Percent of students eligible for free/reduced-price lunch                  
0–20 percent 97 75 52 97 17 88 92 98 53
21–50 percent 98 78 57 99 28 87 92 98 47
More than 50 percent 97 82 64 93 38 88 81 97 53
                   
Percent of students below 15th percentile on standardized tests                  
0–5 percent 97 73 54 97 27 87 88 97 49
6–15 percent 100 81 57 98 29 88 91 99 50
More than 15 percent 95 78 62 95 25 88 87 97 53
                   
Percent of students likely to attend college                  
0–35 percent 97 84 66 97 34 87 88 98 51
36–60 percent 97 74 49 95 32 87 88 98 47
More than 60 percent 98 78 59 99 18 88 91 98 54
                   
Percent of students who consider academic achievement important                  
0–25 percent 97 82 70 96 29 89 82 98 54
26–50 percent 98 77 53 96 23 91 92 98 52
51–75 percent 97 76 56 98 35 87 88 97 50
More than 75 percent 98 80 58 96 23 86 90 99 49
                   
Percent male enrollment                  
0–44 percent 95 76 61 95 28 84 85 93 48
45–55 percent 99 78 57 97 26 88 91 99 50
More than 55 percent 92 83 60 94 38 91 81 99 61
                   
Student/teacher ratio1,2                  
Less than 12 100 78 53 99 26 87 89 99 50
12–16 97 78 62 96 32 89 89 97 50
More than 16 96 79 61 94 22 87 89 98 52
                   
Number of classroom changes1                  
0–3 changes 92 71 48 94 40 70 72 91 32
4–6 changes 97 82 63 95 31 88 86 99 54
More than 6 changes 99 77 55 98 23 89 92 98 49
                   
Use of paid law enforcement3                  
Regular use 99 81 61 97 27 89 90 98 56
No regular use 95 70 50 96 29 83 88 97 39
                   
Number of serious discipline problems4                  
No problems 96 78 55 95 31 82 83 97 46
1 problem 99 76 64 97 26 89 92 97 59
2 problems 97 77 53 99 30 90 93 100 50
3 or more problems 99 80 58 97 23 93 91 98 50
                   
Transfers as percentage of enrollment1,5                  
0 to 6 percent 98 78 60 98 24 88 89 98 50
6 to 11 percent 98 78 64 96 26 88 92 97 55
11 to 21 percent 98 75 54 98 28 87 87 98 51
21 percent or more 97 81 54 96 31 87 88 99 46
                   
Prevalence of schoolwide disruptions1,6                  
No disruptions 98 77 58 97 28 87 89 98 51
Any disruptions 98 82 56 95 26 93 90 97 53
                   
Percent of students absent without excuses                  
None 100 76 56 97 28 87 93 99 53
1–2 percent 97 77 56 98 28 87 89 98 48
3–5 percent 98 76 59 96 30 89 86 97 53
6–10 percent 98 83 64 94 25 91 88 97 49
More than 10 percent 94 92 56 96 16 74 87 100 56
                   
Prevalence of violent incidents1,7                  
No violent incidents 91 70 55 92 31 74 78 93 42
Any violent incidents 99 79 58 97 27 90 90 99 52
1 Some schools are omitted from these categories because of missing data on their school characteristics. For this reason, the detailed results do not sum to the totals. See appendix J of 2000 School Survey on Crime and Safety (SSOCS) Detailed Data Documentation (NCES 2004-307) for further information.
2 Student/teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time equivalent teachers. The total number of full-time equivalent teachers is a combination of the full-time and part-time teachers, including special education teachers, with an adjustment to compensate for the part-time status.
3 Schools were included as regularly using paid law enforcement if they reported the use of paid law enforcement during any of the following times: at any time during school hours, while students were arriving or leaving, at selected school activities (e.g., athletic and social events, open houses, science fairs), or at any other time that the respondent specified.
4 Serious discipline problems is a count of discipline problems reported by principals. These discipline problems include student racial tensions, student bullying, student verbal abuse of teachers, widespread disorder in classrooms, and student acts of disrespect for teachers. If a principal 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. Undesirable gang activities and undesirable cult or extremist group activities were also counted once as a problem if the principal reported that these events occurred at all in their school.
5 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.
6 Schoolwide disruptions include actions that disrupted school activities such as bomb threats or anthrax threats. Respondents were instructed to exclude all fire alarms, including false alarms.
7 Violent incidents include 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. "At school/at your school" was defined for respondents as including activities happening in school buildings, on school grounds, on school buses, and at places that are holding school-sponsored events or activities. Respondents were instructed to, unless the survey specified otherwise, only respond for those times that were during normal school hours or when school activities/events were in session. Middle schools are defined as schools in which the lowest grade is not lower than grade 4 and the highest grade is not higher than grade 9.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2000.


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