Table 19. Percentage of public schools reporting the use of selected practices to involve parents in school discipline, by selected school characteristics: School year 2007

Crime and Safety Surveys

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Table 19. Percentage of public schools reporting the use of selected practices to involve parents in school discipline, by selected school characteristics: School year 2007–08

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	55	52	22

Level¹
Primary	56	57	25
Middle	55	53	19
High school	60	41	16
Combined	42	41	15

Enrollment size
Less than 300	52	49	18
300–499	52	50	21
500–999	57	56	25
1,000 or more	65	56	18

Urbanicity
City	64	64	32
Suburb	55	55	20
Town	52	44	21
Rural	50	45	15

Crime level where students live²
High	68	66	41
Moderate	57	55	24
Low	52	48	17
Mixed	59	62	26

Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/ Alaska Native students
Less than 5 percent	49	40	13
5 to less than 20 percent	50	50	16
20 to less than 50 percent	56	52	18
50 percent or more	62	61	32

Percent of students eligible for free or reduced-price lunch
0–20 percent	55	51	16
21–50 percent	51	47	17
More than 50 percent	59	58	28

Percent of students below 15th percentile on standardized tests
0–5 percent	55	50	21
6–15 percent	55	54	20
More than 15 percent	56	53	26

Percent of students likely to attend college
0–35 percent	57	54	23
36–60 percent	55	53	22
More than 60 percent	55	51	21

Percent of students who consider academic achievement important
0–25 percent	56	47	22
26–50 percent	56	55	20
51–75 percent	52	47	22
More than 75 percent	57	56	22

Percent male enrollment
0–44 percent	53	62	31
45–55 percent	55	50	19
More than 55 percent	61	58	27

Student-to-FTE ratio³
Less than 12 students	54	55	22
12–16 students	54	51	22
More than 16 students	61	47	19

Number of classroom changes⁴
0–3 changes	60	57	26
4–6 changes	56	53	22
More than 6 changes	50	47	17

Regular use of law enforcement⁵
Regular use	59	54	24
No regular use	52	51	19

Number of serious discipline problems⁶
No problems	55	53	22
1 problem	55	52	19
2 problems	56	47	19
3 or more problems	62	52	24

Transfers as a percentage of enrollment⁷
Less than 6 percent	58	53	18
6 to less than 11 percent	52	49	21
11 to less than 21 percent	55	47	22
21 percent or more	56	60	24

Prevalence of schoolwide disruptions⁸
No disruptions	55	52	22
Any disruptions	64	55	20

Percent of students absent on a daily basis
0–2 percent	55	52	15
3–5 percent	56	53	20
6–10 percent	54	52	25
More than 10 percent	57	51	25

Prevalence of violent incidents⁹
No violent incidents	50	48	24
Any violent incidents	57	54	21
¹ Primary schools are defined as schools in which the lowest grade is not higher than grade 3 and the highest grade is not higher than grade 8. Middle schools are defined as schools in which the lowest grade is not lower than grade 4 and the highest grade is not higher than grade 9. 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. Combined schools include all other combinations of grades, including K–12 schools.
² 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."
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 2007–08 school year, did you have any security guards, security personnel, or sworn law enforcement officers present at your school at least once a week?"
⁶ Serious discipline problems include student racial/ethnic tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers other than verbal abuse, 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: Detail may not sum to totals, because schools may have reported using more than one of these practices. 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, Institute of Education Sciences, National Center for Education Statistics (NCES), 2007–08 School Survey on Crime and Safety (SSOCS), 2008.

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