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Table 18.  Number of students in public middle schools involved in physical attacks or fights at school, and the number and percentage of students receiving various disciplinary actions, by selected school characteristics: School year 2003–04


  Disciplinary actions taken for students involved in physical attacks or fights at school
Total students involved in recorded offenses Removals without continuing services Transfers to specialized schools1 Out-of-school suspensions lasting 5 or more days Other disciplinary action2
School characteristic Number Number Percent   Number Percent   Number Percent   Number Percent
All public schools  405,241   2,739 1   17,896 5   86,046 23   266,611 71
                           
Enrollment size                           
Less than 300  16,792   # #   599 4   1,863 12   13,398 84
300–499  61,537   586 1   1,236 2   15,130 27   40,008 70
500–999  226,244   1,914 1   12,461 6   44,981 21   151,482 72
1,000 or more  100,667   240 #   3,601 4   24,072 27   61,723 69
                           
Urbanicity                           
City  153,622   1,375 1   11,614 8   37,575 26   91,317 64
Urban fringe  146,790   1,085 1   3,248 2   26,772 20   101,008 76
Town  50,730   53 #   1,063 2   10,349 21   37,152 76
Rural  54,099   227 #   1,971 4   11,350 22   37,134 73
                           
Crime level where students live3                          
High  64,055   1,210 2   5,844 10   20,461 34   33,320 55
Moderate  139,109   565 #   7,275 6   32,626 25   89,913 69
Low  132,267   529 #   3,441 3   20,796 18   91,610 79
Mixed  69,811   435 1   1,336 2   12,163 19   51,768 79
                           
Percent minority enrollment4                           
Less than 5 percent  31,263   102 #   387 1   4,785 17   23,363 82
5 to 20 percent  67,398   80 #   1,577 3   8,234 14   50,753 84
20 to 50 percent  109,212   607 1   3,783 4   18,195 19   73,210 76
50 percent or more  190,100   1,927 1   11,696 6   53,250 29   114,345 63
                           
Percent of students eligible for free or reduced-price lunch                          
0–20 percent  47,833   114 #   958 2   7,516 17   35,408 80
21–50 percent  131,255   927 1   4,953 4   20,049 17   88,908 77
More than 50 percent  226,152   1,697 1   11,985 6   58,481 27   142,295 66
                           
Percent of students below 15th percentile on standardized tests                          
0–5 percent  51,969   274 1   1,381 3   6,224 13   39,582 83
6–15 percent  148,050   493 #   5,283 4   28,200 21   98,651 74
More than 15 percent  205,223   1,972 1   11,232 6   51,622 27   128,378 66
                           
Percent of students likely to attend college                          
0–35 percent  184,952   1,621 1   9,671 6   43,006 25   120,379 69
36–60 percent  134,571   794 1   4,942 4   28,641 24   84,808 71
More than 60 percent  85,718   324 #   3,283 4   14,399 18   61,424 77
                           
Percent of students who consider academic achievement important                           
0–25 percent  73,343   480 1   5,562 8   19,803 29   41,990 62
26–50 percent  109,839   1,447 1   4,356 4   24,550 23   74,207 71
51–75 percent  132,580   634 1   4,647 4   29,720 24   88,496 72
More than 75 percent  89,478   177 #   3,332 4   11,973 15   61,919 80
                           
Percent male enrollment                           
0–44 percent  28,991   859 3   4,735 19   5,090 20   14,322 57
45–55 percent  349,469   1,794 1   11,869 4   74,014 23   236,247 73
More than 55 percent  26,781   86 #   1,292 5   6,942 28   16,042 66
                           
Student-to-teacher ratio5                           
Less than 12 students  145,072   1,121 1   7,485 6   26,752 20   99,628 74
12–16 students  160,387   1,390 1   7,132 5   39,303 26   100,587 68
More than 16 students  99,782   228 #   3,279 4   19,991 22   66,397 74
                           
Number of classroom changes6                           
0–3 changes  10,104   34 #   121 1   2,585 27   6,776 71
4–6 changes  159,257   1,624 1   8,689 6   36,072 24   101,276 69
More than 6 changes  235,880   1,081 1   9,086 4   47,388 22   158,559 73
                           
Regular use of law enforcement7                          
Regular use  309,542   1,978 1   15,422 5   68,049 24   202,129 70
No regular use  95,699   760 1   2,474 3   17,997 21   64,482 75
                           
Number of serious discipline problems8                          
No problems  108,202   409 #   4,255 4   20,819 21   73,433 74
1 problem  76,542   665 1   2,230 3   15,276 22   52,230 74
2 problems  91,073   1,298 2   2,590 3   19,296 22   62,793 73
3 or more problems  129,424   367 #   8,821 7   30,656 26   78,156 66
                           
Transfers as a percentage of enrollment9                          
0 to 6 percent  42,369   292 1   1,233 3   9,190 24   27,618 72
6 to 11 percent  67,362   1,076 2   1,442 2   15,025 24   44,908 72
11 to 21 percent  118,051   725 1   3,684 3   25,900 23   81,837 73
21 percent or more  177,458   645 #   11,538 7   35,931 22   112,248 70
                           
Prevalence of schoolwide disruptions10                           
No disruptions  347,594   2,338 1   15,911 5   65,732 21   234,917 74
Any disruptions  57,646   400 1   1,986 4   20,313 37   31,694 58
                           
Percent of students absent on a daily basis                          
0–2 percent  18,004   17 #   753 5   3,404 21   12,303 75
3–5 percent  169,493   1,633 1   5,983 4   24,741 16   120,917 79
6–10 percent  191,243   992 1   10,175 6   52,592 29   116,675 65
More than 10 percent  26,501   97 #   986 4   5,308 23   16,715 72
# Rounds to zero.
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 Other disciplinary actions include suspension less than 5 days, detention, etc.
3 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."
4 These estimates exclude data from Tennessee because schools in this state did not report estimates of student race.
5 Student-to-teacher 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.
6 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
7 Respondents were asked, "During the 2003–2004 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school on a regular basis?"
8 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.
9 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.
10 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.
NOTE: The numbers of students involved in offenses were provided by the principal or the person most knowledgeable about discipline issues at the school. Detail may not sum to totals because of rounding. Responses were provided by the principal or the person most knowledgeable about crime and safety issues at school.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2004.


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