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Table 19.  Percentage of public middle schools reporting the use of selected practices to involve parents in school discipline, by selected school characteristics: School year 2003–04


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   49   19
         
Enrollment size          
Less than 300 53   44   18
300–499 57   45   17
500–999 60   48   19
1,000 or more  68   65   24
           
Urbanicity           
City  65   57   29
Urban fringe  61   49   17
Town  56   44   18
Rural  54   45   15
           
Crime level where students live1           
High  69   68   25
Moderate  63   53   24
Low  54   46   16
Mixed  69   46   21
           
Percent minority enrollment2          
Less than 5 percent  43   40   8
5 to 20 percent  56   50   14
20 to 50 percent  64   43   18
50 percent or more  70   59   31
           
Percent of students eligible for free or reduced-price lunch  56   50   11
0–20 percent  56   45   14
21–50 percent  65   53   29
More than 50 percent           
           
Percent of students below 15th percentile on standardized tests           
0–5 percent  60   49   15
6–15 percent  57   48   17
More than 15 percent  62   51   25
           
Percent of students likely to attend college           
0–35 percent  64   52   22
36–60 percent  57   45   19
More than 60 percent  58   51   17
           
Percent of students who consider academic achievement important           
0–25 percent  57   45   18
26–50 percent  62   53   23
51–75 percent  56   46   19
More than 75 percent  63   52   18
           
Percent male enrollment           
0–44 percent  62   49   26
45–55 percent  59   49   19
More than 55 percent  58   54   19
           
Student-to-teacher ratio3          
Less than 12 students  59   46   18
12–16 students  58   51   19
More than 16 students  63   53   24
           
Number of classroom changes4           
0–3 changes  51   35   13
4–6 changes  62   53   22
More than 6 changes  59   48   18
           
Regular use of law enforcement5           
Regular use  64   51   21
No regular use  51   45   15
           
Number of serious discipline problems6           
No problems  57   49   18
1 problem  55   48   18
2 problems  67   47   25
3 or more problems  64   55   18
           
Transfers as a percentage of enrollment7           
0 to 6 percent  60   49   18
6 to 11 percent  61   53   19
11 to 21 percent  59   46   18
21 percent or more  59   50   22
           
Prevalence of schoolwide disruptions8           
No disruptions  58   49   19
Any disruptions  72   48   17
           
Percent of students absent on a daily basis           
0–2 percent  56   45   24
3–5 percent  59   50   18
6–10 percent  61   50   20
More than 10 percent  58   47   18
           
Prevalence of violent incidents9           
No violent incidents  50   61   19
Any violent incidents  60   48   19
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 These estimates exclude data from Tennessee because schools in this state did not report estimates of student race.
3 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.
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 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?"
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, 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 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