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Table 19. Percentage of public schools reporting the use of selected practices to involve parents in school discipline, by selected school characteristics: School year 2005–06 |
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School characteristic | Have a formal process to obtain parent input on policies related to school crime and discipline | Provide training or technical assistance to parents in dealing with students' problem behavior | Have a program that involves parents at school helping to maintain school discipline | |||
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All public schools | 60 | 54 | 24 | |||
Level1 | ||||||
Primary | 60 | 59 | 28 | |||
Middle | 61 | 53 | 20 | |||
High school | 59 | 39 | 16 | |||
Combined | 65 | 44 | 22 | |||
Enrollment size | ||||||
Less than 300 | 55 | 47 | 21 | |||
300–499 | 58 | 56 | 24 | |||
500–999 | 64 | 57 | 27 | |||
1,000 or more | 68 | 54 | 23 | |||
Urbanicity | ||||||
City | 69 | 65 | 36 | |||
Urban fringe | 59 | 57 | 24 | |||
Town | 57 | 47 | 17 | |||
Rural | 56 | 44 | 18 | |||
Crime level where students live2 |
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High | 67 | 68 | 38 | |||
Moderate | 65 | 58 | 29 | |||
Low | 57 | 50 | 21 | |||
Mixed | 65 | 58 | 26 | |||
Percent minority enrollment3 |
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Less than 5 percent | 49 | 45 | 16 | |||
5 to 20 percent | 53 | 48 | 20 | |||
20 to 50 percent | 64 | 55 | 19 | |||
50 percent or more | 70 | 64 | 37 | |||
Percent of students eligible for free or reduced-price lunch |
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0–20 percent | 53 | 50 | 22 | |||
21–50 percent | 58 | 52 | 20 | |||
More than 50 percent | 66 | 57 | 29 | |||
Percent of students below 15th per- centile on stan- dardized tests |
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0–5 percent | 57 | 55 | 24 | |||
6–15 percent | 61 | 50 | 23 | |||
More than 15 percent | 64 | 57 | 28 | |||
Percent of students likely to attend college |
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0–35 percent | 61 | 53 | 23 | |||
36–60 percent | 60 | 53 | 24 | |||
More than 60 percent | 60 | 55 | 25 | |||
Percent of students who consider academic achieve- ment important |
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0–25 percent | 58 | 43 | 19 | |||
26–50 percent | 57 | 48 | 22 | |||
51–75 percent | 60 | 53 | 25 | |||
More than 75 percent | 62 | 58 | 26 | |||
Percent male enrollment | ||||||
0–44 percent | 65 | 53 | 30 | |||
45–55 percent | 59 | 54 | 24 | |||
More than 55 percent | 64 | 53 | 23 | |||
Student-to-FTE ratio4 | ||||||
Less than 12 students | 60 | 55 | 26 | |||
12–16 students | 62 | 50 | 21 | |||
More than 16 students | 57 | 56 | 27 | |||
Number of class- room changes5 |
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0–3 changes | 62 | 55 | 31 | |||
4–6 changes | 60 | 58 | 25 | |||
More than 6 changes | 59 | 46 | 18 | |||
Regular use of law enforcement6 |
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Regular use | 67 | 55 | 27 | |||
No regular use | 56 | 53 | 22 | |||
Number of serious discipline pro- blems7 |
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No problems | 62 | 55 | 25 | |||
1 problem | 56 | 48 | 21 | |||
2 problems | 55 | 56 | 25 | |||
3 or more problems | 62 | 51 | 27 | |||
Transfers as a per- centage of enroll- ment8 |
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0 to 6 percent | 56 | 49 | 20 | |||
6 to 11 percent | 57 | 55 | 24 | |||
11 to 21 percent | 62 | 54 | 28 | |||
21 percent or more | 63 | 55 | 25 | |||
Prevalence of school- wide disruptions9 |
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No disruptions | 60 | 53 | 24 | |||
Any disruptions | 68 | 60 | 30 | |||
Percent of students absent on a daily basis |
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0–2 percent | 56 | 50 | 28 | |||
3–5 percent | 60 | 55 | 25 | |||
6–10 percent | 60 | 52 | 20 | |||
More than 10 percent | 68 | 56 | 33 | |||
Prevalence of vio- lent incidents10 | ||||||
No violent incidents | 61 | 51 | 23 | |||
Any violent incidents | 60 | 54 | 25 | |||
1 Primary schools are defined as schools in which the lowest grade is not higher than grade 3 and the highest grade is not higher than grade 8. 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. 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. Combined schools include all other combinations of grades, including K–12 schools. | ||||||
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 different levels 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 and part-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 on 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. Detail may not sum to totals, because schools may have reported using more than one of these practices. | ||||||
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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