Table 12. Percentage of public high 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

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Table 12. Percentage of public high 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 high schools	61.6	78.1	35.2	65.7	59.4	84.3	17.7		78.4

Enrollment size
Less than 300	66.2	60.5	44.5	60.1	56.9	72.3	19.3		82.7
300–499	62.8	73.8	31.2	62.5	63.0	78.0	18.3		77.5
500–999	63.0	76.2	16.9	72.6	62.6	89.4	17.2		74.7
1,000 or more	58.5	87.9	42.8	65.3	57.5	88.7	17.1		79.0

Urbanicity
City	52.0	77.9	53.6	50.1	55.1	85.4	20.5		74.5
Suburb	56.5	78.9	35.1	71.8	56.3	86.8	11.3		75.4
Town	67.6	75.1	24.0	79.0	59.2	86.2	22.3		83.9
Rural	69.7	79.2	27.4	65.5	65.2	80.5	18.4		80.8

Crime level where students live²
High	55.6	65.7	45.8	48.4	56.0	80.1	16.6	!	71.4
Moderate	62.7	83.6	42.7	63.4	65.6	89.1	19.5		81.4
Low	62.2	78.6	30.2	69.5	59.6	83.6	17.0		77.4
Mixed	61.6	76.8	38.5	64.4	53.3	83.6	18.9		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	66.7	78.0	22.5	79.6	58.3	84.6	14.5		77.3
5 to less than 20 percent	60.8	75.9	28.4	76.6	61.0	91.3	19.3		75.3
20 to less than 50 percent	65.1	83.6	35.4	65.8	62.2	82.9	23.8		82.9
50 percent or more	57.2	75.9	46.4	50.8	56.7	80.0	13.7		78.0

Percent of students eligible for free or reduced-price lunch
0–20 percent	59.7	78.6	38.1	69.5	55.8	87.3	15.9		79.3
21–50 percent	64.0	80.7	31.3	75.5	58.9	88.4	19.8		79.4
More than 50 percent	59.9	75.0	38.2	52.8	61.8	78.2	16.3		76.8

Percent of students below 15th percentile on standardized tests
0–5 percent	59.5	76.3	35.1	67.7	60.7	82.0	16.5		81.4
6–15 percent	67.0	80.8	34.6	70.4	59.9	85.8	20.0		77.8
More than 15 percent	56.3	76.4	36.4	55.9	56.9	85.2	16.0		75.2

Percent of students likely to attend college
0–35 percent	76.4	75.3	35.4	60.1	64.7	77.5	22.1		79.7
36–60 percent	66.1	82.5	33.0	70.7	64.6	82.1	15.6		78.5
More than 60 percent	54.8	77.0	36.2	65.2	55.3	87.5	17.3		77.9

Percent of students who consider academic achievement important
0–25 percent	70.8	59.5	22.7	63.4	73.5	78.9	18.0	!	78.2
26–50 percent	69.3	76.0	33.5	68.4	63.0	77.9	17.7		79.0
51–75 percent	60.9	80.5	34.1	64.4	56.2	87.1	16.7		77.5
More than 75 percent	57.3	80.5	38.7	65.7	57.6	86.1	18.4		78.8

Percent male enrollment
0–44 percent	63.2	73.4	39.6	56.9	49.0	73.9	11.0	!	75.7
45–55 percent	61.3	79.9	34.4	67.9	60.1	85.7	17.8		80.2
More than 55 percent	62.6	68.1	37.0	56.8	66.9	86.0	25.9		65.3

Student-to-FTE ratio³
Less than 12 students	61.0	73.9	38.8	54.1	60.3	73.8	15.9		85.9
12–16 students	60.1	79.6	26.3	71.1	59.5	85.0	16.8		79.5
More than 16 students	62.9	78.2	40.6	65.0	59.1	86.7	18.9		75.6

Number of classroom changes ⁴
0–3 changes	77.4	63.4	32.0	60.8	61.1	64.0	27.0		78.6
4–6 changes	63.5	80.3	40.4	64.7	61.9	87.2	18.3		76.8
More than 6 changes	57.6	77.8	30.4	67.4	56.7	84.0	16.0		80.0

Regular use of law enforcement ⁵
Regular use	61.0	81.8	36.9	66.1	58.5	86.5	17.5		79.8
No regular use	63.5	66.1	29.8	64.5	62.2	77.1	18.5		74.0

Number of serious discipline problems ⁶
No problems	60.9	77.8	35.4	63.5	58.4	84.1	16.4		78.7
1 problem	69.9	78.1	30.5	73.7	63.2	84.0	21.6		74.9
2 problems	50.2	92.5	40.6	60.6	53.3	83.9	17.5		83.9
3 or more problems	59.8	67.7	39.5	72.5	65.6	87.0	20.9		78.7

Transfers as a percentage of enrollment⁷
Less than 6 percent	56.6	79.3	39.3	62.2	54.0	83.0	19.2		79.0
6 to less than 11 percent	62.5	76.3	34.6	70.7	62.8	85.4	21.5		80.0
11 to less than 21 percent	61.7	80.3	35.4	69.3	59.5	88.7	15.0		77.3
21 percent or more	65.7	75.6	31.5	58.5	61.3	78.1	16.1		77.6

Prevalence of schoolwide disruptions⁸
No disruptions	61.6	78.1	35.2	64.9	59.4	84.3	17.4		78.0
Any disruptions	61.4	78.1	36.1	75.3	59.5	84.1	21.3		83.2

Percent of students absent on a daily basis
0–2 percent	62.0	71.8	43.2	55.1	54.5	84.8	24.4	!	73.3
3–5 percent	61.9	77.9	34.5	65.1	56.4	79.8	18.1		80.1
6–10 percent	62.7	82.2	34.5	71.0	60.4	89.4	16.6		80.5
More than 10 percent	56.7	66.6	36.9	52.7	66.3	78.8	18.1		67.9

Prevalence of violent incidents⁹
No violent incidents	52.9	61.3	40.8	57.3	53.7	66.6	19.0		71.1
Any violent incidents	62.5	79.8	34.7	66.5	60.0	86.1	17.6		79.1
!Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
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.
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).

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