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Table 13.   Percentage of public schools reporting that specified disciplinary actions were allowable, by selected school characteristics: School year 2009–10

 
  Percentage of schools allowing specified 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   Loss of school bus privileges 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 93.3   52.5   31.1   83.7   11.6   54.3   67.8   94.2   29.9  
                                     
Level1                                    
Primary 90.6   47.8   24.3   82.2   10.8   43.6   54.9   92.2   23.2  
Middle 97.1   63.3   39.7   90.8   11.7   67.3   87.9   96.5   39.8  
High school 97.5   60.4   45.0   81.5   10.8   77.1   88.7   97.0   47.2  
Combined 96.5   47.6   35.7   82.7   18.7   61.0   79.1   99.4   24.9  
                                     
Enrollment size                                    
Less than 300 87.2   41.5   27.4   78.4   16.4   51.6   65.5   90.8   26.0  
300–499 94.9   54.5   29.3   84.7   13.7   52.9   65.3   94.7   29.0  
500–999 94.3   54.2   30.3   86.2   8.5   51.7   65.7   95.3   28.2  
1,000 or more 98.2   64.4   46.4   83.6   5.4   72.4   87.0   96.5   46.0  
                                     
Urbanicity                                    
City 92.2   55.2   33.0   72.3   3.6   48.3   63.6   93.4   34.9  
Suburb 95.3   51.2   29.2   83.4   4.2   52.5   67.6   93.6   30.8  
Town 96.5   55.8   33.3   91.8   19.8   59.4   74.9   97.2   30.3  
Rural 90.8   49.9   30.1   89.8   21.4   58.6   68.3   94.1   24.6  
                                     
Crime level where students live2                                    
High 95.9   63.2   48.2   67.2   3.5 ! 56.8   65.5   92.8   36.8  
Moderate 94.0   54.8   29.8   80.6   14.8   53.1   71.2   96.9   30.2  
Low 92.5   49.0   28.3   86.1   11.7   52.7   66.4   93.6   28.0  
Mixed 93.8   58.3   36.2   87.7   9.7   61.6   69.8   93.1   34.0  
                                     
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                                     
Less than 5 percent 94.7   47.9   33.2   93.9   11.0   53.8   72.0   94.2   26.4  
5 to less than 20 percent 92.8   52.2   28.4   87.6   11.7   52.7   70.7   98.1   28.6  
20 to less than 50 percent 92.4   54.5   29.2   85.4   13.5   55.2   64.3   92.9   29.2  
50 percent or more 93.6   53.2   33.4   76.0   10.4   54.9   66.5   92.4   32.6  
                                     
Percent of students eligible for free or reduced-price lunch                                    
0–20 percent 90.3   50.8   28.2   80.9   3.0 ! 55.0   63.8   94.3   36.1  
21–50 percent 94.3   53.0   31.7   88.6   8.3   56.2   72.3   94.9   31.2  
More than 50 percent 93.6   52.8   31.6   81.6   16.3   52.8   66.4   93.8   27.1  
                                     
Percent of students below 15th percentile on standardized tests                                    
0–5 percent 92.6   48.4   27.9   85.1   13.4   50.6   64.3   91.9   27.0  
6–15 percent 95.0   54.6   32.8   85.2   11.0   53.6   69.9   97.3   32.7  
More than 15 percent 91.7   56.2   33.8   79.1   9.3   61.5   70.5   93.5   30.5  
                                     
Percent of students likely to attend college                                    
0–35 percent 90.9   52.2   29.8   79.6   18.8   47.4   60.4   93.1   26.4  
36–60 percent 94.1   53.5   30.2   86.2   13.9   58.3   72.5   94.4   26.6  
More than 60 percent 93.8   52.1   32.2   84.1   7.0   55.0   68.4   94.7   33.3  
                                     
Percent of students who consider academic achievement important                                    
0–25 percent 89.6   55.5   27.5   82.9   24.0   49.8   64.9   90.4   28.4  
26–50 percent 94.3   52.4   31.2   82.0   14.5   56.1   69.6   93.9   27.7  
51–75 percent 94.3   54.0   32.8   85.8   14.2   55.8   73.1   95.3   30.2  
More than 75 percent 92.8   51.4   30.5   83.1   7.9   53.4   64.7   94.2   30.5  
                                     
Percent male enrollment                                    
0–44 percent 91.8   49.0   30.5   74.6   15.0   51.0   67.3   88.5   20.3  
45–55 percent 93.7   54.0   31.6   85.8   10.6   55.0   68.1   94.9   31.2  
More than 55 percent 91.3   44.6   27.3   76.4   15.8   51.3   66.4   94.5   29.1  
                                     
Student-to-FTE ratio3                                    
Less than 12 students 91.6   49.5   33.8   82.8   18.5   51.5   68.1   93.3   24.8  
12–16 students 96.1   53.0   30.3   87.3   13.0   54.4   66.3   95.2   30.5  
More than 16 students 91.3   53.1   30.9   81.0   8.1   55.0   69.0   93.7   31.0  
                                     
Number of classroom changes4                                    
0–3 changes 88.0   44.3   24.8   78.4   7.5   44.7   51.4   89.2   24.7  
4–6 changes 93.1   52.4   29.5   83.9   11.7   50.1   65.0   94.9   28.5  
More than 6 changes 97.2   58.6   37.9   87.2   14.3   66.8   83.5   96.9   35.6  
                                     
Regular use of law enforcement 5                                    
Regular use 95.0   58.4   36.8   83.4   11.8   61.4   75.3   94.0   36.4  
No regular use 91.9   48.1   26.8   83.9   11.4   48.9   62.2   94.4   25.1  
                                     
Number of serious discipline problems6                                    
No problems 91.9   48.7   27.4   82.3   12.7   51.1   64.4   93.2   27.3  
1 problem 97.1   62.7   39.0   86.6   9.9   64.0   72.7   96.0   35.0  
2 problems 99.3   64.8   45.5   88.0   12.3 ! 57.4   81.9   98.8   36.6  
3 or more problems 94.3   60.0   41.2   88.7     62.5   83.6   98.2   41.1  
                                     
Transfers as a percentage of enrollment7                                    
Less than 6 percent 91.9   52.3   30.7   80.7   10.5   51.2   67.9   94.4   31.7  
6 to less than 11 percent 94.1   52.7   32.6   87.0   13.1   55.8   69.9   95.8   32.9  
11 to less than 21 percent 92.3   50.3   30.0   84.9   12.2   54.8   70.4   92.6   28.0  
21 percent or more 94.8   54.8   31.2   82.5   10.7   55.2   63.3   94.4   27.6  
                                     
Prevalence of schoolwide
disruptions8
                                   
No disruptions 93.0   51.8   30.5   83.6   11.6   53.6   67.6   94.0   29.6  
Any disruptions 98.5   64.9   42.1   86.4   10.6 ! 66.4   71.2   98.0   35.4  
                                     
Percent of students absent on a daily basis                                     
0–2 percent 91.9   51.5   29.2   74.1     49.4   69.1   95.2   28.2  
3–5 percent 92.9   49.9   28.5   84.4   12.5   53.7   64.6   93.2   29.5  
6–10 percent 95.2   57.0   35.1   86.5   12.4   56.7   75.9   96.4   29.7  
More than 10 percent 88.1   57.0   39.3   72.4   6.2 ! 52.6   56.5   92.7   37.1  
                                     
Prevalence of violent incidents9                                    
No violent incidents 87.8   41.9   20.8   77.6   11.7   37.9   48.4   88.5   19.0  
Any violent incidents 95.2   56.3   34.7   85.9   11.5   60.1   74.7   96.3   33.8  
!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 represents more than 50 percent of the estimate.
1Primary 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.
2Respondents 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."
3Student-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.
4Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
5Respondents were asked, "During the 2009–10 school year, did you have any security guards, security personnel, or sworn law enforcement officers present at your school at least once a week?"
6Serious 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.
7Transfers 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.
8Schoolwide 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.
9Violent 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.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics (NCES), 2009–10 School Survey on Crime and Safety (SSOCS).