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Table 24.  Percentage of public secondary schools reporting use of selected methods to involve parents, by school characteristics: 1999–2000


School characteristic Formal process to obtain parent input on school crime and discipline policies Training or technical assistance to parents in dealing with students' problem behaviors Program that involves parents at school helping to maintain school discipline
All public secondary schools 63 33 19
       
Enrollment size      
Less than 300 56 26 21
300–499 55 29 12
500–999 62 29 18
1,000 or more70 41 21
       
Urbanicity      
City 70 40 32
Urban fringe 66 37 14
Town 56 28 14
Rural 60 28 18
       
Crime level where students live1      
High 67 55 41
Moderate 65 33 22
Low 63 32 16
Mixed 62 33 24
       
Percent minority enrollment1      
0–5 percent 59 24 11
6–20 percent 63 36 18
21–50 percent 65 35 20
More than 50 percent 67 42 33
       
Percent of students eligible for free/reduced-price lunch      
0–20 percent 61 32 18
21–50 percent 65 30 16
More than 50 percent 64 43 27
       
Percent of students below 15th percentile on standardized tests      
0–5 percent 65 32 15
6–15 percent 60 32 18
More than 15 percent 67 38 25
       
Percent of students likely to attend college      
0–35 percent 63 29 21
36–60 percent 62 32 14
More than 60 percent 65 36 21
       
Percent of students who consider academic achievement important      
0–25 percent 61 27 23
26–50 percent 57 27 13
51–75 percent 64 32 18
More than 75 percent 67 40 22
       
Percent male enrollment      
0–44 percent 75 42 37
45–55 percent 62 33 17
More than 55 percent 67 27 21
       
Student/teacher ratio1,2      
Less than 12 60 26 14
12–16 66 36 22
More than 16 64 37 20
       
Number of classroom changes1      
0–3 changes 62 36 19
4–6 changes 66 34 22
More than 6 changes 62 32 16
       
Use of paid law enforcement3      
Regular use 64 35 20
No regular use 58 17 13
       
Number of serious discipline problems4      
No problems 62 30 18
1 problem 67 40 20
2 problems 64 33 23
3 or more problems 62 34 15
       
Transfers as percentage of enrollment1,5      
0 to 6 percent 65 36 23
6 to 11 percent 59 36 14
11 to 21 percent 66 28 17
21 percent or more 62 33 19
       
Prevalence of schoolwide disruptions1,6      
No disruptions 64 32 18
Any disruptions 58 37 22
       
Percent of students absent without excuses      
None 68 25 14
1–2 percent 63 31 16
3–5 percent 60 34 15
6–10 percent 66 40 26
More than 10 percent 65 37 34
       
Prevalence of violent incidents1,7      
No violent incidents 57 29 21
Any violent incidents 64 34 19
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. 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