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Table 16.  Number and percentage distribution of students in public schools involved in the use or possession of a weapon other than a firearm or explosive device at school receiving various disciplinary actions, by selected school characteristics: 2009–10

 
  Disciplinary actions taken for students involved in the use or possession of a weapon other than a firearm or explosive device1 at school
  Removals with no continuing services for at least the remainder of the school year     Transfers to specialized schools2     Out-of-school suspensions lasting 5 or more days but less than the remainder of the school year     Other disciplinary actions3  
School characteristic Number of students   Percent of students     Number of students   Percent of students     Number of students   Percent of students     Number of students   Percent of students  
All public schools 2,500   6.0     8,300   19.8     17,900   42.6     16,000   37.9  
                                       
Level4                                      
Primary             4,300 ! 29.9     8,500 ! 58.3  
Middle 600   5.2     3,600   30.5     6,400   55.0     2,900   25.0  
High school 1,300   9.2     4,100   29.5     6,200   44.2     4,000   28.3  
Combined 400 ! 19.7 !                  
                                       
Enrollment size                                      
Less than 300                      
300–499 300 ! 3.4 !   700 ! 7.2 !   2,900 ! 31.1     5,200 ! 56.8  
500–999 600   4.1     3,000   20.1     7,600   51.7     5,000   33.7  
1,000 or more 1,300   8.7     4,600   31.5     6,600   45.8     3,600   24.7  
                                       
Urbanicity                                      
City 1,100   7.3     3,400   23.6     6,100   41.7     4,800   33.1  
Suburb 600   5.1     2,800   22.4     6,100   49.4     3,800   31.1  
Town 400 ! 7.1     800   13.1     2,700   45.9     2,400   40.5  
Rural 400 ! 4.4 !   1,400 ! 14.8     3,000   32.7     4,900   53.1  
                                       
Crime level where students live5                                      
High 500 ! 7.9 !   1,400 ! 24.0     2,400   42.0 !   1,100 ! 19.2  
Moderate 800   5.9     2,300   17.7     5,500   42.9     5,300   41.3  
Low 1,000   6.2     2,900   17.3     7,000   41.8     7,000   41.3  
Mixed 300 ! 3.8 !   1,800 ! 26.7     2,900   44.5     2,600   39.3  
                                       
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                                      
Less than 5 percent             900   38.0     1,100 ! 46.2  
5 to less than 20 percent 300 ! 4.4 !   600 ! 8.4     2,800   41.8     3,100   46.1  
20 to less than 50 percent 600 ! 5.6     2,600   23.4     4,400   40.4     4,100   37.5  
50 percent or more 1,400   6.5     4,900   22.3     9,800   44.4     7,600   34.8  
                                       
Percent of students eligible for free or reduced-price lunch                                      
0–20 percent 400 ! 9.3 !   1,100 ! 25.8     1,900   45.7     1,300   30.0  
21–50 percent 800   7.3     2,100   18.6     5,400   48.2     4,000   35.7  
More than 50 percent 1,300   4.9     5,100   19.4     10,600   39.7     10,700   40.1  
                                       
Percent of students below 15th percentile on standardized tests                                      
0–5 percent 600 ! 4.8 !   2,600 ! 20.4     4,100   32.5     6,200   49.0  
6–15 percent 1,100   7.4     3,100   20.0     6,700   43.0     5,400   34.4  
More than 15 percent 800   5.5     2,700   19.2     7,100   51.1     4,400   31.9  
                                       
Percent of students likely to attend college                                      
0–35 percent 600 ! 5.2 !   2,500 ! 20.7     4,700   38.9     4,400   36.1  
36–60 percent 800   5.9     2,700   19.6     6,100   44.4     5,300   38.0  
More than 60 percent 1,100   6.6     3,100   19.3     7,000   43.8     6,300   39.3  
                                       
Percent of students who consider academic achievement important                                      
0–25 percent   5.3 !   700 ! 27.1 !   1,200 ! 50.4 !   400 ! 15.7 !
26–50 percent 600   6.3     2,000   22.1     4,100   46.0     3,100   34.8  
51–75 percent 700   5.1     2,500   18.7     6,000   44.0     4,900   36.2  
More than 75 percent 1,100   6.7     3,200   18.5     6,600   38.5     7,600   44.1  
                                       
Percent male enrollment                                      
0–44 percent             800 ! 32.1 !   1,200 ! 45.5  
45–55 percent 2,000   5.5     7,400   20.4     15,900   44.0     12,800   35.5  
More than 55 percent   7.0 !   500 ! 14.9 !   1,200 ! 34.8     2,000 ! 58.9  
                                       
Student-to-FTE ratio6                                      
Less than 12 students             2,000   45.5     2,000   45.2  
12–16 students 800 ! 5.2 !   3,300 ! 20.0     6,900   41.8     6,200   38.0  
More than 16 students 1,400   6.8     4,500   21.2     9,000   42.6     7,700   36.4  
                                       
Number of classroom changes 7                                      
0–3 changes                      
4–6 changes 1,100   5.7     3,800   19.1     8,500   42.8     8,000   40.4  
More than 6 changes 1,100   6.7     4,200   24.7     7,900   46.6     5,500   32.3  
                                       
Regular use of law enforcement 8                                      
Regular use 2,000   7.3     7,000   26.4     13,200   49.7     7,000   26.4  
No regular use 600 ! 3.6 !   1,300 ! 8.4     4,700   30.2     8,900   58.0  
                                       
Number of serious discipline problems9                                      
No problems 1,400   6.2     4,000   18.5     8,600   39.5     9,600   43.9  
1 problem 400 ! 4.4 !   1,200 ! 14.1     4,000   46.5     3,800   44.1  
2 problems 200 ! 6.2 !   1,100 ! 27.4     2,100   52.0     900 ! 23.3  
3 or more problems 500 ! 7.1 !   2,000 ! 26.3     3,200   42.2     1,600   21.5  
                                       
Transfers as a percentage of enrollment10                                      
Less than 6 percent 200 ! 4.1 !   600 ! 10.6 !   2,600   45.9 !   2,700 ! 46.9  
6 to less than 11 percent 700   9.7     1,000   13.0     3,300   43.6     2,800   37.4  
11 to less than 21 percent 700   5.6     3,200   24.7     5,800   44.8     4,800   37.3  
21 percent or more 800   5.2     3,600   22.4     6,200   39.1     5,700   35.5  
                                       
Prevalence of schoolwide
disruptions11
                                     
No disruptions 2,200   6.0     6,900   18.5     16,400   43.7     14,300   38.3  
Any disruptions 300 ! 5.9 !   1,400 ! 30.7     1,500 ! 33.3     1,600   35.1  
                                       
Percent of students absent on a daily basis                                       
0–2 percent             1,000 ! 52.0 !   700 ! 37.3  
3–5 percent 800   4.2     3,600   20.1     6,800   37.8     7,600   41.7  
6–10 percent 1,100   6.2     3,700   20.3     8,100   44.4     6,400   34.9  
More than 10 percent 400 ! 11.8 !   500 ! 14.7     1,900 ! 52.0 !   1,300 ! 35.3  
                                       
Prevalence of violent incidents 12                                      
No violent incidents                      
Any violent incidents 2,400   6.0     8,300   20.5     17,400   43.0     15,100   37.4  
!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.
1Firearm or explosive device was defined for respondents as "any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage."
2Specialized school was defined for respondents as "a school that is specifically for students who were referred for disciplinary reasons, although the school may also have students who were referred for other reasons. The school may be at the same location as your school."
3Other disciplinary actions include suspension less than 5 days, detention, etc.
4Primary 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.
5Respondents 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."
6Student-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.
7Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
8Respondents 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?"
9Serious 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.
10Transfers 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.
11Schoolwide 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.
12Violent 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: "At school" was defined for respondents to include activities that happen in school buildings, on school grounds, on school buses, and at places that hold school-sponsored events or activities. Detail may not sum to totals because of rounding. The number of incidents, students, or disciplinary actions reported for a specified offense will not always be equal. This may be because a single incident could involve multiple students or because no disciplinary action is taken for an incident. 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).