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Table 15.  Number of students in public high schools involved in the use or possession of a firearm or explosive device at school, and the number and percentage of students receiving various disciplinary actions, by selected school characteristics: School year 2003–04


School characteristic     Disciplinary actions taken for students involved in the use or possession of a firearm or explosive device at school
Total students
involved in
recorded offenses
  Removals without
continuing services
  Transfers to
specialized schools1
  Out-of-school
suspensions
lasting 5 or more days
  Other disciplinary action2
Number   Number Percent   Number Percent   Number Percent   Number Percent
All public schools  18,967   504 3   921 5   4,879 26   12,608 67
                           
Enrollment size                           
Less than 300  16,803   # #   147 1   4,259 25   12,397 74
300–499  111   32 33   31 32   33 34   # #
500–999  369   153 43   92 26   57 16   55 15
1,000 or more  1,684   319 19   652 39   530 32   156 9
                           
Urbanicity                           
City  824   193 23   404 49   159 19   69 8
Urban fringe  14,922   123 1   286 2   4,537 30   9,946 67
Town  2,749   100 4   51 2   61 2   2,522 92
Rural  471   88 19   181 39   123 26   72 15
                           
Crime level where students live3                           
High  221   27 12   109 49   67 30   18 8
Moderate  3,141   187 6   286 9   113 4   2,555 81
Low  15,046   140 1   340 2   4,499 30   10,020 67
Mixed  559   151 27   186 34   200 36   14 3
                           
Percent minority enrollment4                           
Less than 5 percent  132   27 20   58 44   42 32   5 4
5 to 20 percent  17,229   96 1   159 1   4,437 26   12,501 73
20 to 50 percent  507   147 29   131 26   176 35   54 11
50 percent or more  1,002   196 20   561 57   198 20   27 3
                           
Percent of students
eligible for free or
reduced-price lunch 
                         
0–20 percent  14,819   94 1   275 2   4,426 30   9,970 68
21–50 percent  933   247 26   300 32   305 33   81 9
More than 50 percent  3,215   163 5   346 11   149 5   2,557 80
                           
Percent of students below 15th
percentile on standardized tests 
                         
0–5 percent  333   98 29   96 29   106 32   33 10
6–15 percent  15,040   176 1   360 2   4,470 30   10,022 67
More than 15 percent  3,594   230 6   465 13   303 9   2,553 72
                           
Percent of students likely
to attend college 
                         
0–35 percent  3,096   159 5   207 7   150 5   2,546 83
36–60 percent  726   201 28   266 38   216 31   23 3
More than 60 percent  15,145   145 1   448 3   4,513 30   10,039 66
                           
Percent of students who consider
academic achievement important 
                         
0–25 percent  284   82 33   99 40   62 25   6 2
26–50 percent  589   116 20   261 45   171 29   34 6
51–75 percent  524   191 36   164 31   120 23   49 9
More than 75 percent  17,570   116 1   398 2   4,526 26   12,519 71
                           
Percent male enrollment                           
0–44 percent  142   83 68   9 7   31 25   # #
45–55 percent  4,618   414 9   866 19   594 13   2,707 59
More than 55 percent  14,207   7 #   47 #   4,253 30   9,900 70
                           
Student-to-teacher ratio5                           
Less than 12 students  2,897   115 4   175 6   76 3   2,520 87
12–16 students  15,191   275 2   419 3   4,531 30   9,949 66
More than 16 students  878   114 13   326 38   272 32   139 16
                           
Number of classroom changes6                           
0–3 changes  100   40 47   19 23   17 20   8 10
4–6 changes  3,872   261 7   550 14   359 9   2,675 70
More than 6 changes  14,994   204 1   351 2   4,503 30   9,925 66
                           
Regular use of law enforcement7                           
Regular use  18,634   429 2   758 4   4,820 26   12,608 68
No regular use  333   76 25   163 55   59 20   # #
                           
Number of serious
discipline problems8 
                         
No problems  3,535   167 5   500 14   231 7   2,613 74
1 problem  487   140 31   128 28   131 29   57 13
2 problems  436   127 29   115 26   162 37   32 7
3 or more problems  14,509   70 #   178 1   4,354 30   9,906 68
                           
Transfers as a percentage
of enrollment9 
                         
0 to 6 percent  436   125 31   153 37   122 30   9 2
6 to 11 percent  311   26 9   124 41   115 38   38 12
11 to 21 percent  17,590   171 1   462 3   4,468 25   12,470 71
21 percent or more  629   183 29   181 29   174 28   91 15
                           
Prevalence of schoolwide
disruptions10 
                         
No disruptions  18,654   443 2   765 4   4,796 26   12,594 68
Any disruptions  313   61 19   156 50   83 26   14 4
                           
Percent of students                           
absent on a daily basis                           
0–2 percent  2,668   6 #   88 3   68 3   2,506 94
3–5 percent  602   156 28   134 24   139 24   138 24
6–10 percent  15,258   218 1   464 3   4,623 30   9,935 65
More than 10 percent  438   124 28   235 54   49 11   29 7
                           
Prevalence of violent incidents11                           
No violent incidents  31   14 47   # #   16 53   # #
Any violent incidents  18,936   490 3   921 5   4,863 26   12,608 67
# Rounds to zero.
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 Other disciplinary actions include suspension less than 5 days, detention, etc.
3 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."
4 These estimates exclude data from Tennessee because schools in this state did not report estimates of student race.
5 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.
6 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
7 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?"
8 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.
9 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.
10 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.
11 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: The numbers of students involved in offenses were provided by the principal or the person most knowledgeable about discipline issues at the school. Detail may not sum to totals because of rounding. 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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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education