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Table 19.  Number and percentage distribution of disciplinary actions taken for possession of a weapon other than a firearm in public middle schools, by selected school characteristics: 1999–2000


School characteristic Total offenses   Removals   Transfers to specialized schools1   Out-of-school suspensions   Other   No disciplinary action
Number   Number Percent   Number Percent   Number Percent   Number Percent   Number Percent
All public middle schools 18,139   1,212 7   3,072 17   9,967 55   3,588 20   300 2
                                 
Enrollment size                                
Less than 300 1,928       1,000 52   511 27   # #
300–499 2,051     263 13   1,129 55   596 29  
500–999 9,906   850 9   1,389 14   5,766 58   1,698 17   203 2
1,000 or more4,255   241 6   1,104 26   2,072 49   783 18  
                                 
Urbanicity                                
City 6,324   650 10   1,239 20   3,025 48   1,282 20   128 2
Urban fringe 7,506   391 5   1,222 16   4,886 65   914 12   92 1
Town 1,737   72 4   183 11   754 43   647 37   80 5
Rural 2,572   98 4   427 17   1,302 51   745 29   # #
                                 
Crime level where students live2                                
High 2,250   190 8   719 32   1,030 46   257 11  
Moderate 3,456   203 6   657 19   1,950 56   568 16  
Low 7,864   518 7   1,104 14   4,104 52   1,993 25   145 2
Mixed 4,165   201 5   592 14   2,731 66   620 15  
                                 
Percent minority enrollment2                                
0–5 percent 2,312   122 5   176 8   1,207 52   789 34  
6–20 percent 4,135   276 7   686 17   2,367 57   702 17   104 3
21–50 percent 4,997   202 4   874 17   2,753 55   1,075 22   92 2
More than 50 percent 6,461   543 8   1,335 21   3,502 54   993 15  
                                 
Percent of students eligible for free/reduced-price lunch                                
0–20 percent 3,724   124 3   682 18   2,135 57   782 21   # #
21–50 percent 7,807   469 6   1,034 13   4,527 58   1,564 20   213 3
More than 50 percent 6,609   619 9   1,356 21   3,305 50   1,242 19  
                                 
Percent of students below 15th percentile on standardized tests                                
0–5 percent 2,980   137 5   385 13   1,612 54   803 27  
6–15 percent 8,509   551 6   1,553 18   4,719 55   1,537 18   148 2
More than 15 percent 6,650   524 8   1,134 17   3,635 55   1,248 19   109 2
                                 
Percent of students likely to attend college                                
0–35 percent 7,350   467 6   1,395 19   4,233 58   1,048 14   207 3
36–60 percent 5,510   530 10   819 15   2,816 51   1,269 23   76 1
More than 60 percent 5,279   215 4   858 16   2,918 55   1,271 24  
                                 
Percent of students who consider academic achievement important                                
0–25 percent 1,986   128 6   345 17   1,248 63   209 11  
26–50 percent 5,099   317 6   1,068 21   2,746 54   878 17   91 2
51–75 percent 5,239   499 10   592 11   2,808 54   1,228 23   112 2
More than 75 percent 5,816   267 5   1,068 18   3,165 54   1,274 22  
                                 
Percent male enrollment                                
0–44 percent 2,496   94 4   744 30   1,192 48   379 15  
45–55 percent 14,684   1,005 7   2,149 15   8,402 57   2,916 20   213 1
More than 55 percent 958   113 12   179 19   373 39   293 31   # #
                                 
Student/teacher ratio2,3                                
Less than 12 4,735   172 4   927 20   2,666 56   877 19   93 2
12–16 5,925   407 7   1,027 17   2,973 50   1,467 25  
More than 16 6,459   514 8   1,025 16   3,735 58   1,029 16   156 2
                                 
Number of classroom changes2                                
0–3 changes 799     # #   477 60   289 36   # #
4–6 changes 7,301   623 9   1,677 23   3,503 48   1,364 19   134 2
More than 6 changes 7,980   482 6   1,205 15   4,794 60   1,350 17   148 2
                                 
Use of paid law enforcement4                                
Regular use 14,679   992 7   2,529 17   8,117 55   2,764 19   277 2
No regular use 3,460   220 6   543 16   1,850 53   824 24  
                                 
Number of serious discipline problems5                                
No problems 3,228   160 5   502 16   1,632 51   878 27  
1 problem 4,751   423 9   717 15   2,474 52   1,137 24   # #
2 problems 3,547   182 5   459 13   2,211 62   636 18   60 2
3 or more problems 6,612   447 7   1,394 21   3,651 55   938 14   183 3
                                 
Transfers as percentage of enrollment2,6                                
0 to 6 percent 2,970   98 3   665 22   1,450 49   648 22   110 4
6 to 11 percent 3,342   116 3   420 13   1,738 52   1,048 31  
11 to 21 percent 4,730   233 5   950 20   2,639 56   835 18   73 2
21 percent or more 6,495   672 10   970 15   3,882 60   875 13   97 1
                                 
Prevalence of schoolwide disruptions2,7                                
No disruptions 12,684   621 5   1,915 15   7,388 58   2,599 20   160 1
Any disruptions 4,756   514 11   1,104 23   2,155 45   872 18   111 2
                                 
Percent of students absent without excuses                                
None 1,775     139 8   1,100 62   500 28  
1–2 percent 5,978   454 8   817 14   3,065 51   1,597 27  
3–5 percent 5,517   376 7   949 17   3,159 57   947 17   86 2
6–10 percent 2,787   151 5   793 28   1,467 53   305 11  
More than 10 percent 2,083     375 18   1,175 56   239 11  
                                 
Prevalence of violent incidents2,8                                
No violent incidents 633   61 10     358 56   177 28   # #
Any violent incidents 17,212   1,036 6   3,019 18   9,495 55   3,362 20   300 2
# Rounds to zero.
‡ Reporting standards not met.
1 Specialized school was defined for respondents as, "a school that is specifically for students who were referred for disciplinary reasons. The school may also have students who were referred for other reasons. The school may be at the same location as your school."
2 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.
3 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.
4 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.
5 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.
6 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.
7 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.
8 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. "Weapon" was defined for respondents as, "any instrument or object used with the intent to threaten, injure, or kill. Includes look-alikes if they are used to threaten others." "Firearm/explosive device" was defined for respondents as, "any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage." A gang was defined for respondents as, "an ongoing loosely organized association of three or more persons, whether formal or informal, that has a common name, signs, symbols or colors, whose members engage, either individually or collectively, in violent or other forms of illegal behavior." 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.


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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education