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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 2009–10

 
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 54.5   55.4   20.4  
             
Level1            
Primary 53.2   60.0   21.5  
Middle 57.0   51.9   21.8  
High school 56.0   48.4   16.2  
Combined 55.9   41.5   16.6  
             
Enrollment size            
Less than 300 52.7   47.0   15.4  
300–499 53.5   58.1   22.0  
500–999 55.1   59.0   22.3  
1,000 or more 59.0   53.6   20.4  
             
Urbanicity            
City 60.8   64.9   29.0  
Suburb 54.5   59.3   20.4  
Town 48.5   51.1   14.8  
Rural 51.9   45.7   15.8  
             
Crime level where students live2            
High 70.0   71.5   40.8  
Moderate 59.5   58.1   22.9  
Low 50.2   51.8   15.7  
Mixed 56.2   57.6   25.7  
             
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students            
Less than 5 percent 46.3   48.1   12.0  
5 to less than 20 percent 45.1   50.1   14.5  
20 to less than 50 percent 57.2   53.5   18.4  
50 percent or more 62.4   63.1   29.2  
             
Percent of students eligible for free or reduced-price lunch            
0–20 percent 46.8   56.4   19.5  
21–50 percent 51.4   49.8   14.2  
More than 50 percent 58.8   58.5   24.5  
             
Percent of students below 15th percentile on standardized tests            
0–5 percent 53.9   54.3   18.5  
6–15 percent 52.1   53.0   16.9  
More than 15 percent 59.1   60.8   28.9  
             
Percent of students likely to attend college            
0–35 percent 55.5   54.7   19.3  
36–60 percent 53.8   52.6   20.0  
More than 60 percent 54.4   57.3   21.2  
             
Percent of students who consider academic achievement important            
0–25 percent 51.3   55.2   20.3  
26–50 percent 56.8   51.3   18.1  
51–75 percent 53.2   52.9   20.2  
More than 75 percent 54.9   57.9   21.2  
             
Percent male enrollment            
0–44 percent 56.3   57.4   25.6  
45–55 percent 52.9   55.0   20.0  
More than 55 percent 64.8   56.2   18.9  
             
Student-to-FTE ratio3            
Less than 12 students 56.4   51.5   16.7  
12–16 students 55.4   57.8   19.8  
More than 16 students 53.1   54.6   22.2  
             
Number of classroom changes4            
0–3 changes 55.6   57.5   23.7  
4–6 changes 54.1   58.3   21.0  
More than 6 changes 54.3   49.8   17.2  
             
Regular use of law enforcement 5            
Regular use 58.4   58.3   24.2  
No regular use 51.6   53.2   17.6  
             
Number of serious discipline problems6            
No problems 55.3   57.0   20.6  
1 problem 53.0   49.7   18.6  
2 problems 53.6   49.5   18.4  
3 or more problems 49.4   57.3   25.4  
             
Transfers as a percentage of enrollment7            
Less than 6 percent 55.8   52.9   18.5  
6 to less than 11 percent 49.5   58.3   18.6  
11 to less than 21 percent 54.6   52.6   22.3  
21 percent or more 57.5   58.0   21.7  
             
Prevalence of schoolwide
disruptions8
           
No disruptions 54.2   54.8   20.3  
Any disruptions 59.0   66.9   22.6  
             
Percent of students absent on a daily basis             
0–2 percent 54.4   57.4   17.3  
3–5 percent 54.0   55.7   19.9  
6–10 percent 53.6   54.8   20.8  
More than 10 percent 64.9   53.4   28.1  
             
Prevalence of violent incidents9            
No violent incidents 53.6   51.5   22.1  
Any violent incidents 54.8   56.8   19.8  
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: 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), 2009–10 School Survey on Crime and Safety (SSOCS).