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Table 13.  Percentage of public high schools reporting that specified disciplinary actions were allowable, by selected school characteristics: School year 2005–06

Percentage of schools allowing specific disciplinary action
School characteristic Referral to school counselor Assigned to a program to reduce disciplinary problems during school hours Assigned to a program to reduce disciplinary problems outside of school hours   Kept off school bus due to misbehavior   Corporal punishment   Put on school probation Detention and/or Saturday school Loss of student privileges Require participation in community service
All public schools  98 57 44   85   13   81 92 95 47
                         
Enrollment size                         
Less than 300  94 41 33   74   16   80 86 87 35
300–499  100 56 41   89   22   77 93 99 47
500–999  99 59 41   89   15   80 91 98 50
1,000 or more  99 64 52   86   8   84 94 96 51
                         
Urbanicity                         
City  97 63 51   65   6 ! 81 89 90 53
Urban fringe  99 56 47   86   8   80 93 97 50
Town  99 57 37   89   22   83 90 95 32
Rural  99 55 40   95   20   83 92 96 48
                         
Crime level where students live1                         
High  92 71 58   46     84 87 89 61
Moderate  100 55 47   82   15   86 91 95 43
Low  99 56 43   89   13   78 92 97 47
Mixed  97 61 44   88   12 ! 88 90 90 49
                         
Percent minority enrollment2                         
Less than 5 percent  99 51 35   96   7   79 92 97 44
5 to less than 20 percent  99 53 41   89   10   77 93 97 46
20 to less than 50 percent  99 61 49   84   20   82 95 94 49
50 percent or more  96 63 53   71   14   86 88 92 51
                         
Percent of students
eligible for free or
reduced-price lunch 
                       
0–20 percent  99 53 43   85   4   74 94 96 50
21–50 percent  99 60 44   89   14   83 91 96 45
More than 50 percent  97 58 46   79   22   87 89 93 48
                         
Percent of students below 15th
percentile on standardized tests 
                       
0–5 percent  99 57 42   83   13   80 91 96 48
6–15 percent  98 58 45   89   13   82 93 95 46
More than 15 percent  98 58 47   81   15   83 89 95 48
                         
Percent of students likely
to attend college 
                       
0–35 percent  96 61 48   86   17   84 85 92 47
36–60 percent  99 58 47   88   19   84 91 95 47
More than 60 percent  99 56 42   83   8   79 94 96 48
                         
Percent of students who consider
academic achievement important 
                       
0–25 percent  93 68 45   82   26   88 80 94 47
26–50 percent  99 55 46   87   18   84 87 93 38
51–75 percent  99 53 41   90   13   82 95 96 51
More than 75 percent  99 60 46   81   8   78 93 96 49
                         
Percent male enrollment                         
0–44 percent  100 66 48   81   14 ! 80 99 90 47
45–55 percent  98 56 44   87   13   81 91 96 47
More than 55 percent  97 61 44   72   12 ! 84 87 87 48
                         
Student-to-FTE ratio3                         
Less than 12 students  98 54 42   85   17   82 93 95 44
12–16 students  98 62 39   91   14   79 91 97 46
More than 16 students  99 56 57   76   4 ! 85 88 92 56
                         
Number of classroom changes4                         
0–3 changes  94 40 33   70   10 ! 79 74 85 42
4–6 changes  98 62 48   87   13   84 92 95 50
More than 6 changes  99 54 42   84   14   79 93 96 45
                         
Regular use of law enforcement5                         
Regular use  99 62 48   86   13   84 92 96 51
No regular use  97 44 35   82   13   75 89 92 36
                         
Number of serious
discipline problems6 
                       
No problems  98 54 44   81   15   80 92 95 45
1 problem  100 58 43   90   12   80 92 94 46
2 problems  99 66 45   91   8 ! 82 91 98 57
3 or more problems  98 66 47   91   13   88 90 95 51
                         
Transfers as a percentage
of enrollment7 
                       
Less than 6 percent  99 52 40   81   7 ! 75 91 95 46
6 to less than 11 percent  99 57 43   89   15   80 91 96 52
11 to less than 21 percent  99 59 46   89   15   85 95 97 48
21 percent or more  97 60 47   82   15   84 90 93 44
                         
Prevalence of schoolwide
disruptions8 
                       
No disruptions  98 57 44   84   14   81 92 95 48
Any disruptions  100 63 46   91   9   87 91 96 45
                         
Percent of students
absent on a daily basis 
                       
0–2 percent  94 46 37 ! 69     69 96 87 64
3–5 percent  100 58 42   87   16   80 93 95 48
6–10 percent  99 58 46   88   12   83 92 97 46
More than 10 percent  94 57 48   70   9 ! 86 85 89 46
                         
Prevalence of violent incidents9                         
No violent incidents  95 41 24 ! 64     72 78 80 43
Any violent incidents  99 58 45   86   14   82 92 96 48
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
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 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
3 Student-to-FTE 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 2005–2006 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school at least once a week?"
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 or attempted 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. High schools are defined as schools in which the lowest grade is not lower than grade 9 and the highest grade is not higher than grade 12.
SOURCE: U.S. Department of Education, National Center for Education Statistics (NCES), 2005–06 School Survey on Crime and Safety (SSOCS), 2006.


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