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Table 12.  Percentage of public elementary 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 2009–10

 
          Suspension or removal for less than the remainder of the school year  
    Removal or transfer for at least the remainder of the school year     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 elementary schools   37.5   50.9   34.2   47.4     55.0   71.1     21.0   77.3  
                                       
Enrollment size                                      
Less than 300   43.6   42.2   28.2   48.4     53.5   68.8     23.1   74.3  
300–499   36.1   51.5   36.3   50.3     54.8   71.0     19.7   79.9  
500–999   35.2   55.0   35.7   44.3     55.6   73.0     21.1   76.9  
1,000 or more   37.2   63.8   37.5   40.0     64.2   64.5     21.3 ! 72.0  
                                       
Urbanicity                                      
City   28.9   48.8   39.2   34.0     44.5   71.6     16.8   76.5  
Suburb   37.7   56.8   37.4   50.2     56.3   73.9     25.6   78.5  
Town   40.1   39.6   34.3   54.9     64.3   73.2     19.0   84.0  
Rural   45.6   51.7   25.0   55.0     60.2   66.3     21.3   73.4  
                                       
Crime level where students live2                                      
High   30.8   56.0   36.5   30.0     54.0   84.7     12.8 ! 77.6  
Moderate   42.3   47.4   36.8   43.8     51.9   66.7     13.0   77.0  
Low   37.4   50.6   30.7   49.9     55.5   69.3     25.4   76.3  
Mixed   32.3   56.5   45.2   52.5     59.4   81.0     20.8   82.2  
                                       
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/ Alaska Native students                                       
Less than 5 percent   43.2   49.0   29.7   66.2     51.2   75.4     26.6   74.0  
5 to less than 20 percent   39.8   51.6   33.3   48.9     60.2   71.1     26.3   84.0  
20 to less than 50 percent   36.8   54.2   33.2   48.1     57.4   67.6     22.6   77.9  
50 percent or more   34.9   48.9   36.8   40.2     51.4   72.0     15.1   73.6  
                                       
Percent of students eligible for free or reduced-price lunch                                      
0–20 percent   29.2   53.4   35.2   49.6     44.6   76.3     29.4   79.4  
21–50 percent   36.3   51.6   30.5   48.6     54.9   67.3     25.3   79.2  
More than 50 percent   40.6   49.8   35.8   46.1     58.0   71.5     16.5   75.7  
                                       
Percent of students below 15th percentile on standardized tests                                      
0–5 percent   34.8   47.9   33.8   47.9     50.5   68.9     19.9   75.9  
6–15 percent   39.7   53.3   31.7   48.9     58.9   69.8     22.8   78.4  
More than 15 percent   39.1   52.5   38.9   44.2     57.2   77.1     20.5   78.1  
                                       
Percent of students likely to attend college                                      
0–35 percent   42.4   48.3   25.4   43.3     59.6   70.3     20.2   72.7  
36–60 percent   36.9   54.5   37.0   49.0     53.1   69.7     16.1   78.2  
More than 60 percent   35.5   50.1   37.0   48.4     53.8   72.3     24.3   79.0  
                                       
Percent of students who consider academic achievement important                                      
0–25 percent   47.0   38.5   17.1 ! 27.0 !   57.0   72.6     17.9 ! 72.1  
26–50 percent   36.0   51.3   35.4   47.1     56.3   73.2     16.4   81.2  
51–75 percent   41.7   54.6   32.5   54.6     57.1   67.9     17.9   73.7  
More than 75 percent   35.0   50.2   36.4   45.9     53.5   72.1     23.9   78.7  
                                       
Percent male enrollment                                      
0–44 percent   25.4   33.1   26.7   32.9     50.3   52.0     11.7 ! 58.9  
45–55 percent   40.3   53.6   34.7   49.1     56.8   74.3     21.2   80.6  
More than 55 percent   28.7   47.4   37.3   47.6     46.6   65.3     27.6   69.5  
                                       
Student-to-FTE ratio3                                      
Less than 12 students   47.9   47.3   34.8   47.7     58.8   70.4     25.4   72.2  
12–16 students   32.4   50.4   31.2   45.9     49.9   70.3     13.2   77.0  
More than 16 students   39.2   52.2   36.6   48.5     58.3   71.9     26.6   78.8  
                                       
Number of classroom changes4                                      
0–3 changes   37.1   48.9   34.8   46.6     50.6   67.6     21.6   72.2  
4–6 changes   35.5   51.4   34.4   47.7     55.7   72.2     17.7   78.3  
More than 6 changes   45.3   53.9   32.1   48.2     63.1   76.1     30.9   86.2  
                                       
Regular use of law enforcement5                                      
Regular use   34.8   50.8   32.1   45.0     54.7   71.5     19.1   78.0  
No regular use   38.6   50.9   35.0   48.3     55.1   71.0     21.8   77.0  
                                       
Number of serious discipline problems6                                      
No problems   36.6   49.0   34.6   47.7     52.7   70.6     21.2   76.5  
1 problem   39.4   55.3   34.8   51.6     65.9   71.1     25.0   78.5  
2 problems   49.0   59.2   37.3 ! 28.9     67.4   61.7       85.4  
3 or more problems   37.7   64.6   21.5 ! 42.5     46.3   89.9       80.6  
                                       
Transfers as a percentage of enrollment7                                      
Less than 6 percent   31.4   50.9   35.4   47.4     47.4   72.5     23.4   78.1  
6 to less than 11 percent   44.9   53.9   41.1   52.8     60.5   76.8     23.4   83.1  
11 to less than 21 percent   37.8   52.0   32.8   46.2     54.5   70.5     20.9   74.7  
21 percent or more   37.2   47.7   29.3   44.4     57.8   66.2     17.3   74.4  
                                       
Prevalence of schoolwide
disruptions8
                                     
No disruptions   37.1   51.0   33.5   46.5     54.4   70.8     20.3   77.1  
Any disruptions   47.2   47.5   50.6   68.0     69.9   79.4     39.9   81.3  
                                       
Percent of students absent on a daily basis                                       
0–2 percent   40.8   61.4   38.5   45.5     62.1   80.9     24.0   80.9  
3–5 percent   35.4   51.4   34.6   47.6     51.8   70.0     21.3   77.8  
6–10 percent   39.7   46.7   33.2   47.2     60.9   70.2     18.9   75.4  
More than 10 percent   56.0   49.0   25.0 ! 49.1     57.0   79.3     24.4 ! 74.1  
                                       
Prevalence of violent incidents9                                       
No violent incidents   29.0   44.0   28.2   41.8     44.6   65.3     20.8   68.9  
Any violent incidents   42.3   54.7   37.5   50.5     60.7   74.3     21.2   81.9  
!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.
1Specialized 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."
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. Elementary schools are defined as schools in which the lowest grade is not higher than grade 3 & the highest grade is not higher than grade 8. Race categories exclude persons of Hispanic ethnicity.
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).