Table 13. Percentage of public high schools reporting that specified disciplinary actions were allowable, by selected school characteristics: School year 2003

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Table 13. Percentage of public high schools reporting that specified disciplinary actions were allowable, by selected school characteristics: School year 2003–04

School characteristic	Percentage of schools allowing specific disciplinary action
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 mis- behavior	Corporal punish- ment	Put on school probation	Detention and/or Saturday school	Loss of student privileges	Require partici- pation in community service
All public schools	97	59	41	88	14	82	91	95	48

Enrollment size
Less than 300	94	37	25	78	18	79	83	92	48
300–499	98	45	31	92	22	68	87	93	39
500–999	99	61	41	91	18	85	93	98	45
1,000 or more	98	70	50	89	7	86	94	94	53

Urbanicity
City	97	69	49	73	8	85	80	91	61
Urban fringe	97	64	43	89	8	81	96	94	46
Town	96	52	39	93	22	85	94	96	42
Rural	98	52	34	97	20	80	91	97	44

Crime level where students live¹
High	97	74	46	63	6	84	85	96	60
Moderate	97	62	48	84	15	89	88	93	50
Low	98	56	38	92	14	80	94	96	46
Mixed	97	66	42	90	12	81	85	93	51

Percent minority enrollment²
Less than 5 percent	100	47	34	97	11	75	92	96	38
5 to 20 percent	97	60	37	94	13	84	94	97	52
20 to 50 percent	98	66	45	88	18	86	90	96	45
50 percent or more	96	65	48	75	11	83	86	89	56

Percent of students eligible for free or reduced-price lunch
0–20 percent	98	57	40	91	5	82	93	96	49
21–50 percent	98	61	41	92	18	84	92	96	47
More than 50 percent	96	60	42	79	19	80	86	91	49

Percent of students below 15^th percentile on standardized tests
0–5 percent	98	60	41	90	12	81	90	97	49
6–15 percent	98	59	36	92	16	81	94	95	46
More than 15 percent	97	60	48	82	12	86	86	91	50

Percent of students likely to attend college
0–35 percent	97	61	39	83	16	85	86	95	44
36–60 percent	98	56	40	94	19	82	92	94	45
More than 60 percent	97	61	42	87	10	81	92	95	52

Percent of students who consider academic achievement important
0–25 percent	95	48	33	87	18	83	89	96	38
26–50 percent	97	58	37	88	18	83	90	94	48
51–75 percent	98	61	45	93	14	83	94	95	50
More than 75 percent	98	61	41	85	10	81	89	95	49

Percent male enrollment
0–44 percent	98	61	41	76	14	77	75	88	54
45–55 percent	98	60	43	90	12	83	93	95	47
More than 55 percent	94	51	22	87	26	81	82	94	50

Student-to-teacher ratio³
Less than 12 students	96	55	35	88	16	77	89	94	44
12–16 students	98	58	42	91	14	85	92	96	47
More than 16 students	99	69	49	84	8	87	92	93	57

Number of classroom changes⁴
0–3 changes	100	50	42	82	10	87	73	90	51
4–6 changes	97	63	43	89	12	85	90	96	52
More than 6 changes	97	56	39	88	16	79	93	94	44

Regular use of law enforcement⁵
Regular use	98	67	47	89	13	85	91	95	50
No regular use	96	40	26	86	16	76	90	93	44

Number of serious discipline problems⁶
No problems	98	56	37	88	16	80	89	95	46
1 problem	99	67	48	92	14	84	95	94	51
2 problems	99	60	48	83	10	87	89	95	53
3 or more problems	93	66	48	92	6	85	94	94	50

Transfers as a percentage of enrollment⁷
0 to 6 percent	98	54	40	86	11	75	87	95	47
6 to 11 percent	98	53	38	92	16	83	94	96	48
11 to 21 percent	96	64	39	88	11	83	92	94	48
21 percent or more	98	64	46	88	17	87	90	94	50

Prevalence of schoolwide disruptions⁸
No disruptions	98	59	40	88	14	82	91	94	46
Any disruptions	96	63	44	93	11	82	90	96	59

Percent of students absent on a daily basis
0–2 percent	94	44	39	81	18	83	94	94	60
3–5 percent	99	60	39	93	18	81	92	97	46
6–10 percent	97	62	40	90	11	83	94	94	46
More than 10 percent	96	58	52	73	6	83	73	89	56

Prevalence of violent incidents⁹
No violent incidents	95	43	38	71	6	86	81	95	49
Any violent incidents	98	60	41	89	14	82	91	95	48
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 the school.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2004.

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