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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 2005–06

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   39   16  
             
Enrollment size             
Less than 300  53   21   12  
300–499  47   39   14  
500–999  56   31   15  
1,000 or more  66   50   19  
             
Urbanicity             
City  63   48   29  
Urban fringe  63   47   13  
Town  59   25   13  
Rural  51   29   13  
             
Crime level where students live1             
High  74   65   40  
Moderate  59   40   20  
Low  57   36   13  
Mixed  62   38   17  
             
Percent minority enrollment2             
Less than 5 percent  44   26   11  
5 to less than 20 percent  58   37   12  
20 to less than 50 percent  64   40   13  
50 percent or more  68   50   31  
             
Percent of students
eligible for free or
reduced-price lunch 
           
0–20 percent  60   41   14  
21–50 percent  57   35   12  
More than 50 percent  61   42   26  
             
Percent of students below 15th
percentile on standardized tests 
           
0–5 percent  59   36   15  
6–15 percent  53   37   13  
More than 15 percent  68   44   23  
             
Percent of students likely
to attend college 
           
0–35 percent  64   33   20  
36–60 percent  57   38   16  
More than 60 percent  58   41   15  
             
Percent of students who consider
academic achievement important 
           
0–25 percent  60   31   15  
26–50 percent  60   35   20  
51–75 percent  58   37   14  
More than 75 percent  59   43   17  
             
Percent male enrollment             
0–44 percent  71   42   33  
45–55 percent  57   38   15  
More than 55 percent  63   41   17  
             
Student-to-FTE ratio3             
Less than 12 students  55   34   14  
12–16 students  61   38   16  
More than 16 students  62   48   22  
             
Number of classroom changes4             
0–3 changes  68   29    
4–6 changes  62   44   18  
More than 6 changes  53   34   15  
             
Regular use of law enforcement5             
Regular use  64   42   19  
No regular use  43   27   9  
             
Number of serious
discipline problems6 
           
No problems  58   42   16  
1 problem  62   29   18  
2 problems  52   40   15  
3 or more problems  63   36   15  
             
Transfers as a percentage
of enrollment7 
           
Less than 6 percent  54   39   16  
6 to less than 11 percent  59   39   20  
11 to less than 21 percent  59   39   14  
21 percent or more  61   37   16  
             
Prevalence of schoolwide
disruptions8 
           
No disruptions  59   39   16  
Any disruptions  55   39   18  
             
Percent of students
absent on a daily basis 
           
0–2 percent  56   52   30 !
3–5 percent  56   37   15  
6–10 percent  59   37   13  
More than 10 percent  66   46   28  
             
Prevalence of violent incidents9             
No violent incidents  57   31 ! 18 !
Any violent incidents  59   39   16  
! 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 on 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, studentacts 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. Detail may not sum to totals, because schools may have reported using more than one of these practices. 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