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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 15th
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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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education