Table 12. Percentage of public primary schools reporting that removals or transfers for at least the remainder of the school year, or suspensions or removals for less than the remainder of the school year, were allowable disciplinary actions, by selected school characteristics: School year 2005

School Survey on Crime and Safety (SSOCS)

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Table 12. Percentage of public primary schools reporting that removals or transfers for at least the remainder of the school year, or suspensions or removals for less than the remainder of the school year, were allowable disciplinary actions, by selected school characteristics: School year 2005–06

					Suspension or removal for less than the remainder of the school year
	Removal or transfer				Out-of-school suspension or removal		In-school suspension
School characteristic	Removal with no continuing school services for at least the remainder of the school year	Transfer to specialized school¹	Transfer to another regular school	Removal with school-provided tutoring/at-home instruction for at least the remainder of the school year	No curriculum/ services provided	Curriculum/ services provided	No curriculum/ services provided	Curriculum/ services provided
All public schools	40	54	37	51	58	67	22	74

Enrollment size
Less than 300	46	50	32	55	53	65	23	75
300–499	41	55	38	54	57	67	21	71
500–999	36	56	39	45	63	68	21	75
1,000 or more	31	66	47	37	59	66	31	85

Urbanicity
City	32	61	48	43	61	62	20	69
Urban fringe	41	54	33	52	57	70	25	73
Town	35	45	19	42	54	63	20	81
Rural	50	50	36	60	57	69	20	78

Crime level where students live²
High	37	62	46	43	72	69	25	76
Moderate	36	54	38	48	63	66	13	70
Low	42	52	35	52	54	65	24	74
Mixed	39	62	37	55	57	77	25	77

Percent minority enrollment³
Less than 5 percent	46	46	30	56	55	70	29	77
5 to less than 20 percent	44	58	39	60	50	67	23	78
20 to less than 50 percent	44	58	44	49	63	67	21	73
50 percent or more	31	54	35	43	62	67	19	70

Percent of students eligible for free or reduced-price lunch
0–20 percent	47	58	42	59	51	71	27	74
21–50 percent	40	54	37	51	56	67	25	77
More than 50 percent	37	53	35	47	63	65	17	71

Percent of students below 15th percentile on standardized tests
0–5 percent	39	50	35	48	52	61	23	71
6–15 percent	41	59	38	51	59	69	22	76
More than 15 percent	42	54	39	55	66	73	20	73

Percent of students likely to attend college
0–35 percent	40	58	38	51	68	68	23	77
36–60 percent	44	52	40	53	60	67	23	74
More than 60 percent	38	53	33	49	49	65	20	71

Percent of students who consider academic achievement important
0–25 percent	40	46	30	45	64	54	‡	59
26–50 percent	41	59	37	41	67	69	23	72
51–75 percent	42	59	40	58	59	75	25	80
More than 75 percent	39	51	36	51	54	63	21	72

Percent male enrollment
0–44 percent	41	79	44	56	62	72	21	83
45–55 percent	39	53	38	51	59	68	21	74
More than 55 percent	46	50	30	49	52	57	30	68

Student-to-FTE ratio⁴
Less than 12 students	39	49	32	51	56	66	22	72
12–16 students	39	61	38	50	60	66	21	74
More than 16 students	48	56	50	51	62	71	24	78

Number of classroom changes⁵
0–3 changes	39	52	35	42	58	60	23	69
4–6 changes	41	58	38	57	56	72	21	74
More than 6 changes	42	49	40	60	67	71	22	85

Regular use of law enforcement⁶
Regular use	39	54	39	46	65	64	21	79
No regular use	41	54	36	52	56	68	22	72

Number of serious discipline problems⁷
No problems	40	51	34	49	55	65	21	73
1 problem	41	61	37	57	62	73	21	77
2 problems	44	74	59	54	77	74	33	76
3 or more problems	39	56	50	48	72	68	27	74

Transfers as a percentage of enrollment⁸
Less than 6 percent	41	49	34	50	54	66	28	62
6 to less than 11 percent	39	55	35	51	55	69	20	79
11 to less than 21 percent	38	48	37	49	54	64	22	75
21 percent or more	42	61	39	52	65	68	21	74

Prevalence of schoolwide disruptions⁹
No disruptions	40	54	36	50	58	66	22	73
Any disruptions	36	60	52	60	63	83	26	84

Percent of students absent on a daily basis
0–2 percent	46	64	48	52	51	66	25	76
3–5 percent	41	54	35	52	60	67	23	75
6–10 percent	39	53	36	51	58	69	16	71
More than 10 percent	29	45	34	40	58	59	26	70

Prevalence of violent incidents¹⁰
No violent incidents	39	48	32	47	42	59	19	63
Any violent incidents	41	57	39	53	66	71	23	78
! 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 Specialized 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 locationas your school."
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 differentlevels of crime."
³ Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
⁴ 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 andpart-time teachers and aides, including special education teachers and aides, with an adjustment to compensate for the part-time status.
⁵ Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁶ 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 at least once a week?"
⁷ Serious discipline problems include student racial tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts 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.
⁸ 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.
⁹ 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.
¹⁰ 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. Primary schools are defined as schools in which the lowest grade is not higher than grade 3 and the highest grade is not higherthan grade 8.
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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