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Table 14.  Percentage of public secondary schools reporting that specified actions other than removals, transfers and suspensions were available as disciplinary actions, by selected school characteristics: 1999–2000


School characteristic Referral to school counselor Assigned to program to reduce disciplinary problems during school hours Assigned to program to reduce disciplinary problems outside of school hours Kept off school bus due to misbehavior Corporal punishment Put on school probation Detention and/or Saturday school Loss of student privileges Require participation in community service
All public secondary schools 99 69 61 95 26 91 93 98 61
                   
Enrollment size                  
Less than 300 98 62 59 95 35 90 95 100 72
300–499 100 58 52 95 38 93 95 100 56
500–999 99 65 56 96 28 88 90 97 54
1,000 or more100 83 69 93 15 93 94 97 64
                   
Urbanicity                  
City 100 85 70 86 13 95 89 97 71
Urban fringe 100 71 61 94 18 89 94 99 58
Town 100 70 61 99 39 95 96 99 58
Rural 98 62 56 99 35 89 93 98 61
                   
Crime level where students live1                  
High 100 77 63 77 ‡ 92 80 96 77
Moderate 100 71 63 94 28 98 93 98 58
Low 100 69 58 97 26 89 94 99 61
Mixed 97 77 72 90 25 94 92 96 60
                   
Percent minority enrollment1                  
0–5 percent 100 61 52 99 23 90 94 99 55
6–20 percent 99 74 56 98 26 89 94 100 54
21–50 percent 100 72 60 94 36 91 95 98 59
More than 50 percent 100 81 75 87 19 94 89 96 67
                   
Percent of students eligible for free/reduced-price lunch                  
0–20 percent 100 71 60 95 20 91 94 99 61
21–50 percent 99 69 60 95 29 91 94 99 59
More than 50 percent 99 74 68 92 31 94 89 96 66
                   
Percent of students below 15th percentile on standardized tests                  
0–5 percent 100 70 59 93 25 90 96 98 61
6–15 percent 99 70 63 97 28 91 93 100 62
More than 15 percent 100 72 61 92 21 92 90 96 66
                   
Percent of students likely to attend college                  
0–35 percent 99 72 63 94 34 91 93 97 57
36–60 percent 99 63 56 97 33 92 93 99 59
More than 60 percent 100 75 64 93 16 91 93 98 63
                   
Percent of students who consider academic achievement important                  
0–25 percent 100 77 52 98 40 96 89 97 56
26–50 percent 97 62 56 95 29 90 92 99 58
51–75 percent 100 69 61 96 25 92 92 98 59
More than 75 percent 100 76 66 93 22 90 95 98 66
                   
Percent male enrollment                  
0–44 percent 100 79 68 92 22 93 94 98 61
45–55 percent 99 69 61 95 25 91 93 98 61
More than 55 percent 100 75 56 96 34 95 95 97 70
                   
Student/teacher ratio1,2                  
Less than 12 99 64 55 96 29 89 95 100 59
12–16 100 71 61 96 30 93 91 98 60
More than 16 100 78 68 94 14 91 93 96 65
                   
Number of classroom changes1                  
0–3 changes 100 67 65 98 36 97 87 92 56
4–6 changes 99 72 60 94 24 91 90 98 60
More than 6 changes 100 71 63 95 28 91 96 99 62
                   
Use of paid law enforcement3                  
Regular use 100 72 63 95 24 92 93 98 60
No regular use 98 57 48 96 39 88 95 100 69
                   
Number of serious discipline problems4                  
No problems 99 64 60 95 29 90 94 98 60
1 problem 99 70 55 92 23 90 89 98 68
2 problems 100 78 68 96 25 92 97 98 61
3 or more problems 100 79 67 96 21 95 91 98 56
                   
Transfers as percentage of enrollment1,5                  
0 to 6 percent 100 69 61 92 31 87 93 97 66
6 to 11 percent 100 66 60 95 24 93 95 99 63
11 to 21 percent 100 73 62 97 22 92 92 100 62
21 percent or more 97 77 66 97 25 96 95 98 53
                   
Prevalence of schoolwide disruptions1,6                  
No disruptions 100 69 62 95 27 90 95 99 62
Any disruptions 99 75 58 92 22 94 87 97 62
                   
Percent of students absent without excuses                  
None 100 57 50 96 35 91 95 99 42
1–2 percent 100 70 56 97 30 89 94 99 67
3–5 percent 99 71 64 95 23 91 91 97 60
6–10 percent 99 73 70 93 22 95 93 99 64
More than 10 percent 100 80 66 88 13 92 94 96 62
                   
Prevalence of violent incidents1,7                  
No violent incidents 100 76 66 92 35 86 85 93 70
Any violent incidents 99 70 61 95 25 92 94 99 60
‡ Reporting standards not met.
1 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.
2 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.
3 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.
4 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.
5 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.
6 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.
7 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. 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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