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Table 12.  Percentage of public middle schools reporting that removals or transfers for at least the remainder of the school year, or suspensions or removals for less than the remainder of the school year, were allowable disciplinary actions, by selected school characteristics: School year 2005–06

Suspension or removal for less than the remainder of the school year
Removal or transfer Out-of-school suspension or removal In-school suspension
School characteristic Removal with no continuing school services for at least the remainder of the school year Transfer to specialized school1 Transfer to another regular school Removal with school-provided tutoring/at-home instruction for at least the remainder of the school year   No curriculum/ services provided Curriculum/ services provided   No curriculum/ services provided   Curriculum/ services provided
All public schools  52 82 36 64   81 79   18   83
                       
Enrollment size                       
Less than 300  50 77 25 63   75 72   26   86
300–499  62 81 28 68   81 81   21   85
500–999  51 83 40 65   83 81   15   82
1,000 or more  40 86 46 54   86 75   14   80
                       
Urbanicity                       
City  46 87 64 50   82 77   19   80
Urban fringe  52 83 37 70   81 81   16   82
Town  61 75 18 67   83 72   15   89
Rural  53 80 19 66   80 79   21   85
                       
Crime level where students live2                       
High  60 92 58 72   89 76   22 ! 80
Moderate  55 86 41 59   88 77   15   78
Low  50 78 30 66   78 80   21   85
Mixed  49 85 39 60   81 77   11   83
                       
Percent minority enrollment3                       
Less than 5 percent  54 78 18 79   80 85   24   86
5 to less than 20 percent  56 74 30 75   80 84   17   88
20 to less than 50 percent  51 82 38 59   81 80   17   83
50 percent or more  46 90 50 51   83 71   16   77
                       
Percent of students
eligible for free or
reduced-price lunch 
                     
0–20 percent  50 77 34 73   72 86   19   86
21–50 percent  52 80 31 66   84 81   18   85
More than 50 percent  52 87 41 56   85 72   18   80
                       
Percent of students
below 15th percentile on
standardized tests 
                     
0–5 percent  52 78 34 63   77 78   18   85
6–15 percent  51 82 34 66   81 79   17   84
More than 15 percent  52 87 40 63   86 78   20   80
                       
Percent of students likely
to attend college 
                     
0–35 percent  54 85 39 60   84 76   20   79
36–60 percent  55 84 33 62   88 76   16   86
More than 60 percent  47 78 35 68   75 83   18   84
                       
Percent of students who
consider academic
achievement important 
                     
0–25 percent  52 86 40 59   85 70   19   80
26–50 percent  54 85 35 63   87 81   21   85
51–75 percent  55 81 37 64   83 80   18   84
More than 75 percent  47 79 34 66   76 79   16   82
                       
Percent male enrollment                       
0–44 percent  38 81 47 47   72 60   28   76
45–55 percent  52 82 36 64   82 80   17   84
More than 55 percent  55 87 24 75   82 74   17 ! 82
                       
Student-to-FTE ratio4                       
Less than 12 students  50 82 32 68   79 82   17   87
12–16 students  55 86 36 64   84 76   18   81
More than 16 students  48 70 48 52   82 75   19   76
                       
Number of classroom
changes5 
                     
0–3 changes  49 68 41 43   73 70   17 ! 75
4–6 changes  52 84 40 64   85 76   20   81
More than 6 changes  51 82 33 65   80 81   17   85
                       
Regular use of law
enforcement6 
                     
Regular use  49 85 40 62   82 80   17   82
No regular use  56 77 29 67   80 77   19   84
                       
Number of serious
discipline problems7 
                     
No problems  51 83 36 59   77 77   17   80
1 problem  54 78 30 70   82 80   20   87
2 problems  46 83 37 60   89 81   21   82
3 or more problems  55 85 44 70   89 81   17   85
                       
Transfers as a percentage
of enrollment8 
                     
Less than 6 percent  43 73 32 63   73 77   22   85
6 to less than 11 percent  57 82 36 70   80 81   19   84
11 to less than 21 percent  53 83 34 65   84 81   19   79
21 percent or more  52 87 40 59   85 76   13   85
                       
Prevalence of schoolwide
disruptions9 
                     
No disruptions  51 82 35 63   81 78   18   83
Any disruptions  57 81 42 76   85 87   15   80
                       
Percent of students
absent on a daily basis 
                     
0–2 percent  61 81 32 61   80 81   27   87
3–5 percent  51 79 33 62   79 76   17   86
6–10 percent  50 85 37 68   85 82   17   78
More than 10 percent  62 93 62 57   86 81   20 ! 82
                       
Prevalence of
violent incidents10 
                     
No violent incidents  42 74 27 55   71 75   18 ! 85
Any violent incidents  52 82 36 64   82 79   18   83
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimates value.
1 Specialized school was defined for respondents as "a school that is specifically for students who were referred for disciplinary reasons, although the school may also have students who were referred for other reasons. The school may be at the same location as your school."
2 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."
3 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
4 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.
5 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
6 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?"
7 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.
8 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.
9 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.
10 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: Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school. 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 (NCES), 2005–06 School Survey on Crime and Safety (SSOCS), 2006.


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