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

School Survey on Crime and Safety (SSOCS)

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Table 13. Percentage of public high 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	57	44		85	13		81	92	95	47

Enrollment size
Less than 300	94	41	33		74	16		80	86	87	35
300–499	100	56	41		89	22		77	93	99	47
500–999	99	59	41		89	15		80	91	98	50
1,000 or more	99	64	52		86	8		84	94	96	51

Urbanicity
City	97	63	51		65	6	!	81	89	90	53
Urban fringe	99	56	47		86	8		80	93	97	50
Town	99	57	37		89	22		83	90	95	32
Rural	99	55	40		95	20		83	92	96	48

Crime level where students live¹
High	92	71	58		46	‡		84	87	89	61
Moderate	100	55	47		82	15		86	91	95	43
Low	99	56	43		89	13		78	92	97	47
Mixed	97	61	44		88	12	!	88	90	90	49

Percent minority enrollment²
Less than 5 percent	99	51	35		96	7		79	92	97	44
5 to less than 20 percent	99	53	41		89	10		77	93	97	46
20 to less than 50 percent	99	61	49		84	20		82	95	94	49
50 percent or more	96	63	53		71	14		86	88	92	51

Percent of students eligible for free or reduced-price lunch
0–20 percent	99	53	43		85	4		74	94	96	50
21–50 percent	99	60	44		89	14		83	91	96	45
More than 50 percent	97	58	46		79	22		87	89	93	48

Percent of students below 15th percentile on standardized tests
0–5 percent	99	57	42		83	13		80	91	96	48
6–15 percent	98	58	45		89	13		82	93	95	46
More than 15 percent	98	58	47		81	15		83	89	95	48

Percent of students likely to attend college
0–35 percent	96	61	48		86	17		84	85	92	47
36–60 percent	99	58	47		88	19		84	91	95	47
More than 60 percent	99	56	42		83	8		79	94	96	48

Percent of students who consider academic achievement important
0–25 percent	93	68	45		82	26		88	80	94	47
26–50 percent	99	55	46		87	18		84	87	93	38
51–75 percent	99	53	41		90	13		82	95	96	51
More than 75 percent	99	60	46		81	8		78	93	96	49

Percent male enrollment
0–44 percent	100	66	48		81	14	!	80	99	90	47
45–55 percent	98	56	44		87	13		81	91	96	47
More than 55 percent	97	61	44		72	12	!	84	87	87	48

Student-to-FTE ratio³
Less than 12 students	98	54	42		85	17		82	93	95	44
12–16 students	98	62	39		91	14		79	91	97	46
More than 16 students	99	56	57		76	4	!	85	88	92	56

Number of classroom changes⁴
0–3 changes	94	40	33		70	10	!	79	74	85	42
4–6 changes	98	62	48		87	13		84	92	95	50
More than 6 changes	99	54	42		84	14		79	93	96	45

Regular use of law enforcement⁵
Regular use	99	62	48		86	13		84	92	96	51
No regular use	97	44	35		82	13		75	89	92	36

Number of serious discipline problems⁶
No problems	98	54	44		81	15		80	92	95	45
1 problem	100	58	43		90	12		80	92	94	46
2 problems	99	66	45		91	8	!	82	91	98	57
3 or more problems	98	66	47		91	13		88	90	95	51

Transfers as a percentage of enrollment⁷
Less than 6 percent	99	52	40		81	7	!	75	91	95	46
6 to less than 11 percent	99	57	43		89	15		80	91	96	52
11 to less than 21 percent	99	59	46		89	15		85	95	97	48
21 percent or more	97	60	47		82	15		84	90	93	44

Prevalence of schoolwide disruptions⁸
No disruptions	98	57	44		84	14		81	92	95	48
Any disruptions	100	63	46		91	9		87	91	96	45

Percent of students absent on a daily basis
0–2 percent	94	46	37	!	69	‡		69	96	87	64
3–5 percent	100	58	42		87	16		80	93	95	48
6–10 percent	99	58	46		88	12		83	92	97	46
More than 10 percent	94	57	48		70	9	!	86	85	89	46

Prevalence of violent incidents⁹
No violent incidents	95	41	24	!	64	‡		72	78	80	43
Any violent incidents	99	58	45		86	14		82	92	96	48
! 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. 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.
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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