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Table 18.  Number of students in public high schools involved in physical attacks or fights 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
physical attacks or fights 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  213,256   3,113 2   17,717 9   85,298 43   93,506 47
                           
Enrollment size                           
Less than 300  5,800   230 4   295 5   1,058 20   3,809 71
300–499  12,777   608 5   832 7   3,452 28   7,480 60
500–999  37,560   722 2   3,411 9   12,590 34   20,020 54
1,000 or more  157,120   1,553 1   13,179 9   68,198 47   62,196 43
                           
Urbanicity                           
City  66,713   1,530 2   7,070 11   29,276 47   24,536 39
Urban fringe  84,257   471 1   6,500 8   33,251 42   38,795 49
Town  22,863   361 2   2,302 10   8,830 40   10,634 48
Rural  39,423   751 2   1,844 5   13,941 39   19,541 54
                           
Crime level where students live3                           
High  24,194   925 4   1,780 8   10,382 46   9,563 42
Moderate  59,289   879 2   6,286 12   27,889 51   19,497 36
Low  86,096   762 1   5,594 7   30,294 37   44,654 55
Mixed  43,678   546 1   4,057 10   16,733 41   19,793 48
                           
Percent minority enrollment4                           
Less than 5 percent  23,529   385 2   954 4   7,217 33   13,478 61
5 to 20 percent  47,206   447 1   2,750 6   16,818 37   24,858 55
20 to 50 percent  52,442   649 1   4,421 9   24,082 49   20,442 41
50 percent or more  86,109   1,618 2   8,864 11   35,341 44   33,825 42
                           
Percent of students
eligible for free or
reduced-price lunch 
                         
0–20 percent  53,235   378 1   3,272 7   18,768 38   27,049 55
21–50 percent  96,569   1,201 1   7,746 9   40,122 44   41,307 46
More than 50 percent  63,453   1,534 3   6,698 11   26,408 44   25,151 42
                           
Percent of students below 15th
percentile on standardized tests 
                         
0–5 percent  37,760   514 1   2,582 7   14,470 40   18,483 51
6–15 percent  90,095   656 1   7,670 9   36,150 43   39,105 47
More than 15 percent  85,402   1,943 2   7,464 9   34,679 43   35,918 45
                           
Percent of students likely
to attend college 
                         
0–35 percent  57,161   1,429 3   5,393 10   24,330 45   22,876 42
36–60 percent  61,727   761 1   5,043 9   25,302 44   26,702 46
More than 60 percent  94,368   923 1   7,281 8   35,666 41   43,928 50
                           
Percent of students who consider
academic achievement important 
                         
0–25 percent  15,876   155 1   913 6   5,751 39   7,795 53
26–50 percent  51,431   798 2   5,919 12   22,608 46   19,492 40
51–75 percent  73,259   913 1   4,989 7   29,317 43   32,467 48
More than 75 percent  72,689   1,247 2   5,896 9   27,622 40   33,752 49
                           
Percent male enrollment                           
0–44 percent  15,067   335 2   1,399 10   6,265 43   6,571 45
45–55 percent  187,444   2,629 1   15,285 9   74,667 43   82,779 47
More than 55 percent  10,745   149 2   1,033 11   4,366 45   4,156 43
                           
Student-to-teacher ratio5                           
Less than 12 students  49,430   874 2   4,620 10   17,721 38   22,959 50
12–16 students  94,833   1,210 1   7,076 8   38,618 43   42,244 47
More than 16 students  68,993   1,029 2   6,021 9   28,960 45   28,303 44
                           
Number of classroom changes6                           
0–3 changes  9,227   410 5   910 11   2,736 32   4,431 52
4–6 changes  114,394   2,046 2   9,324 9   44,725 42   50,085 47
More than 6 changes  89,635   657 1   7,483 9   37,837 45   38,990 46
                           
Regular use of law enforcement7                           
Regular use  187,813   2,713 2   16,403 9   77,900 44   78,656 45
No regular use  25,443   400 2   1,314 5   7,399 31   14,849 62
                           
Number of serious
discipline problems8 
                         
No problems  90,581   1,274 2   7,095 8   34,597 41   41,128 49
1 problem  42,200   428 1   3,471 9   14,016 35   22,461 56
2 problems  30,720   991 3   2,713 9   12,173 42   13,139 45
3 or more problems  49,756   420 1   4,438 10   24,512 53   16,777 36
                           
Transfers as a percentage
of enrollment9 
                         
0 to 6 percent  29,120   753 3   1,508 5   10,945 39   14,615 53
6 to 11 percent  30,736   472 2   2,866 10   11,915 40   14,472 49
11 to 21 percent  68,826   984 2   5,468 8   28,984 44   29,998 46
21 percent or more  84,574   903 1   7,874 10   33,454 44   34,422 45
                           
Prevalence of schoolwide
disruptions10 
                         
No disruptions  165,065   2,395 2   13,097 8   66,509 43   72,991 47
Any disruptions  48,192   718 2   4,620 10   18,789 42   20,515 46
                           
Percent of students
absent on a daily basis 
                         
0–2 percent  5,237   43 1   404 8   1,720 34   2,842 57
3–5 percent  62,999   1,276 2   5,385 9   19,565 33   33,025 56
6–10 percent  115,844   1,426 1   8,780 8   49,054 46   48,547 45
More than 10 percent  29,177   367 1   3,148 11   14,960 54   9,092 33
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.
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