Table 19. Percentage of public high schools reporting the use of selected practices to involve parents in school discipline, by selected school characteristics: School year 2003

School Survey on Crime and Safety (SSOCS)

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Table 19. Percentage of public high schools reporting the use of selected practices to involve parents in school discipline, by selected school characteristics: School year 2003–04

School characteristic	Have a formal process to obtain parent input on policies related to school crime and discipline	Provide training or technical assistance to parents in dealing with students' problem behavior	Have a program that involves parents at school helping to maintain school discipline
All public schools	59	38	17

Enrollment size
Less than 300	64	27	18
300–499	48	22	7
500–999	53	39	17
1,000 or more	65	45	20

Urbanicity
City	70	50	28
Urban fringe	59	42	14
Town	58	36	15
Rural	53	25	13

Crime level where students live¹
High	64	51	39
Moderate	65	42	19
Low	57	35	15
Mixed	62	38	15

Percent minority enrollment²
Less than 5 percent	51	31	13
5 to 20 percent	56	35	9
20 to 50 percent	66	37	15
50 percent or more	67	47	30

Percent of students eligible for free or reduced-price lunch
0–20 percent	58	38	11
21–50 percent	58	35	14
More than 50 percent	63	43	30

Percent of students below 15^th percentile on standardized tests
0–5 percent	65	39	14
6–15 percent	55	36	13
More than 15 percent	61	40	27

Percent of students likely to attend college
0–35 percent	58	41	22
36–60 percent	56	29	15
More than 60 percent	62	42	16

Percent of students who consider academic achievement important
0–25 percent	53	39	14
26–50 percent	58	29	15
51–75 percent	58	37	16
More than 75 percent	63	42	19

Percent male enrollment
0–44 percent	63	42	24
45–55 percent	59	38	16
More than 55 percent	64	26	15

Student-to-teacher ratio³
Less than 12 students	60	38	16
12–16 students	58	37	18
More than 16 students	62	39	17

Number of classroom changes⁴
0–3 changes	52	43	23
4–6 changes	62	40	17
More than 6 changes	57	35	16

Regular use of law enforcement⁵
Regular use	61	41	19
No regular use	56	29	11

Number of serious discipline problems⁶
No problems	62	38	17
1 problem	54	39	15
2 problems	58	41	13
3 or more problems	53	34	21

Transfers as a percentage of enrollment⁷
0 to 6 percent	63	43	20
6 to 11 percent	57	34	11
11 to 21 percent	59	36	17
21 percent or more	59	38	19

Prevalence of schoolwide disruptions⁸
No disruptions	59	38	16
Any disruptions	61	35	23

Percent of students absent on a daily basis
0–2 percent	69	37	14
3–5 percent	61	37	15
6–10 percent	56	38	15
More than 10 percent	64	38	30

Prevalence of violent incidents⁹
No violent incidents	57	33	11
Any violent incidents	60	38	17
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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