Table 13. Percentage of public middle schools reporting that specified disciplinary actions were allowable, by selected school characteristics: School year 2005

Crime and Safety Surveys

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Table 13. Percentage of public middle schools reporting that specified disciplinary actions were allowable, by selected school characteristics: School year 2005–06

	Percentage of schools allowing specific 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	Kept off school bus 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	98	64	46	94	15		71	89	96	41

Enrollment size
Less than 300	97	55	38	91	22		69	87	92	33
300–499	98	62	42	96	22		67	81	97	32
500–999	99	67	50	95	13		73	92	97	47
1,000 or more	99	68	48	92	5	!	72	91	99	41

Urbanicity
City	99	66	49	88	7		74	90	96	42
Urban fringe	98	63	50	94	9		73	94	97	47
Town	97	61	42	99	27		69	85	98	33
Rural	99	64	40	97	26		67	82	94	33

Crime level where students live¹
High	97	68	51	83	10	!	71	84	95	52
Moderate	99	66	49	92	19		72	89	98	38
Low	98	60	43	96	13		69	88	96	39
Mixed	99	71	51	95	20		78	91	95	44

Percent minority enrollment²
Less than 5 percent	99	58	47	97	14		65	90	97	34
5 to less than 20 percent	98	64	39	99	10		70	92	97	41
20 to less than 50 percent	99	64	47	96	18		73	88	96	41
50 percent or more	98	68	51	87	15		75	87	94	45

Percent of students eligible for free or reduced-price lunch
0–20 percent	98	56	45	96	2	!	70	93	97	48
21–50 percent	99	70	45	97	16		70	91	97	38
More than 50 percent	98	63	47	91	23		73	84	94	38

Percent of students below 15th percentile on standardized tests
0–5 percent	99	62	43	95	17		72	89	97	40
6–15 percent	98	62	45	95	14		70	88	95	40
More than 15 percent	98	69	50	92	15		72	90	98	42

Percent of students likely to attend college
0–35 percent	98	59	46	93	21		71	83	94	40
36–60 percent	98	69	48	96	15		71	91	98	37
More than 60 percent	99	63	44	94	11		71	91	96	44

Percent of students who consider academic achievement important
0–25 percent	96	68	46	86	15	!	65	92	90	38
26–50 percent	98	56	48	94	19		73	86	96	36
51–75 percent	98	66	45	96	15		74	86	96	46
More than 75 percent	99	67	45	95	13		68	92	97	40

Percent male enrollment
0–44 percent	95	49	38	84	16	!	60	74	78	42
45–55 percent	99	66	47	95	15		71	90	98	40
More than 55 percent	95	58	43	98	18	!	80	81	94	43

Student-to-FTE ratio³
Less than 12 students	99	65	45	94	17		71	89	96	40
12–16 students	99	63	45	96	15		71	87	96	41
More than 16 students	95	63	51	89	10		73	91	97	41

Number of classroom changes⁴
0–3 changes	97	61	38	84	13	!	61	89	94	30	!
4–6 changes	98	66	49	94	13		74	87	96	43
More than 6 changes	98	63	45	95	17		70	90	96	40

Regular use of law enforcement⁵
Regular use	99	69	49	94	15		75	90	97	44
No regular use	97	56	41	95	16		64	86	95	35

Number of serious discipline problems⁶
No problems	98	60	44	95	19		68	88	96	39
1 problem	100	67	43	95	14		73	86	95	41
2 problems	96	67	51	92	12		70	91	99	44
3 or more problems	99	67	51	91	9		76	92	96	42

Transfers as a percentage of enrollment⁷
Less than 6 percent	99	59	42	90	7	!	64	90	94	42
6 to less than 11 percent	98	63	53	95	16		70	91	96	46
11 to less than 21 percent	98	66	42	94	16		73	87	96	39
21 percent or more	99	66	49	97	19		74	88	97	38

Prevalence of schoolwide disruptions⁸
No disruptions	98	63	45	95	16		70	89	96	40
Any disruptions	98	77	59	91	12	!	78	89	97	47

Percent of students absent on a daily basis
0–2 percent	95	58	44	95	‡		67	91	94	45
3–5 percent	99	66	46	95	17		72	89	96	41
6–10 percent	98	61	45	94	15		72	88	96	39
More than 10 percent	98	69	56	82	‡		60	82	93	36

Prevalence of violent incidents⁹
No violent incidents	100	61	40	95	12	!	58	86	94	28
Any violent incidents	98	64	46	94	15		72	89	96	41
! 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 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 different levels of crime."
² Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
³ 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 and part-time teachers and aides, including special education teachers and aides, with an adjustment to compensate for the part-time status.
⁴ Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁵ 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?"
⁶ 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.
⁷ 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.
⁸ 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.
⁹ 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. 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.
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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