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Table 13.  Percentage of public secondary schools reporting that removals for at least one year, transfers, or suspensions for less than one year were available as disciplinary actions, by selected school characteristics: 1999–2000


School characteristic Removal or transfer for at least 1 year   Suspension or removal for less than 1 year
Removal with no continuing school services Transfer to specialized school1 Transfer to another regular school Transfer to school-provided tutoring/at-home instruction   Out of school
suspension
  In-school
suspension
  No curriculum/ services provided Curriculum/ services provided   No curriculum/ services provided Curriculum/ services provided
All public secondary schools 82 82 53 82   75 89   43 84
                     
Enrollment size                    
Less than 300 84 69 49 80   79 93   61 95
300–499 86 76 43 83   75 89   41 82
500–999 89 84 41 82   77 86   42 77
1,000 or more75 88 66 83   71 90   37 84
                     
Urbanicity                    
City 79 95 83 79   67 90   41 83
Urban fringe 75 85 55 82   70 90   32 81
Town 93 76 37 87   78 89   40 82
Rural 86 74 39 82   82 88   56 87
                     
Crime level where students live2                    
High 85 95 89 81   65 85   54 86
Moderate 85 82 62 83   73 89   39 82
Low 82 80 47 82   77 90   45 84
Mixed 80 89 58 84   70 86   36 81
                     
Percent minority enrollment2                    
0–5 percent 88 79 36 84   83 92   46 81
6–20 percent 82 79 48 83   74 89   44 85
21–50 percent 76 87 61 85   73 88   38 84
More than 50 percent 80 90 75 77   64 87   39 85
                     
Percent of students eligible for free/reduced-price lunch                    
0–20 percent 79 83 51 83   72 91   39 81
21–50 percent 86 80 49 84   82 89   43 86
More than 50 percent 81 84 65 77   66 84   50 85
                     
Percent of students below 15th percentile on standardized tests                    
0–5 percent 82 80 49 84   77 90   43 83
6–15 percent 82 82 51 81   77 91   43 85
More than 15 percent 82 85 61 82   67 85   43 82
                     
Percent of students likely to attend college                    
0–35 percent 80 82 62 75   71 86   40 81
36–60 percent 90 82 52 86   81 91   48 83
More than 60 percent 77 82 49 83   72 89   41 85
                     
Percent of students who consider academic achievement important                    
0–25 percent 74 73 53 75   75 88   48 94
26–50 percent 88 87 49 81   74 84   46 76
51–75 percent 84 77 49 84   77 90   39 82
More than 75 percent 79 86 58 83   73 91   43 87
                     
Percent male enrollment                    
0–44 percent 89 81 64 81   65 83   47 90
45–55 percent 81 83 52 82   75 89   42 82
More than 55 percent 84 78 54 84   81 93   47 91
                     
Student/teacher ratio2,3                    
Less than 12 82 74 40 81   73 91   46 89
12–16 87 88 51 83   81 90   43 83
More than 16 77 86 67 85   69 88   39 77
                     
Number of classroom changes2                    
0–3 changes 80 84 47 87   72 84   38 85
4–6 changes 81 84 56 81   75 90   44 83
More than 6 changes 83 80 49 82   75 88   42 84
                     
Use of paid law enforcement4                    
Regular use 82 84 54 83   73 89   40 83
No regular use 86 65 42 79   90 92   61 88
                     
Number of serious discipline problems5                    
No problems 82 76 48 80   77 89   43 82
1 problem 83 82 60 80   73 88   47 85
2 problems 84 87 56 84   71 90   41 86
3 or more problems 79 91 52 87   75 90   38 82
                     
Transfers as percentage of enrollment2,6                    
0 to 6 percent 82 82 50 83   70 92   43 84
6 to 11 percent 89 81 50 88   82 92   53 82
11 to 21 percent 76 84 53 85   78 87   34 84
21 percent or more 80 82 57 73   71 85   39 83
                     
Prevalence of schoolwide disruptions2,7                    
No disruptions 83 80 50 81   76 89   43 84
Any disruptions 82 89 59 84   72 91   39 83
                     
Percent of students absent without excuses                    
None 77 63 33 79   86 95   50 87
1–2 percent 82 80 47 81   74 90   42 84
3–5 percent 82 83 52 86   71 86   40 84
6–10 percent 85 89 64 78   76 90   42 81
More than 10 percent 84 87 72 84   73 89   51 86
                     
Prevalence of violent incidents2,8                    
No violent incidents 81 77 63 81   70 95   55 91
Any violent incidents 82 82 52 82   76 88   42 83
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. 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." Secondary schools are defined as schools in which the lowest grade is not lower than grade 9 and the highest grade is not higher than grade 12.
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