Guides: Research and Resources: Disciplinary Data for African American & Latino Males Texas : USA: National Center for Education Statistics

NCES: School Data

National Center for Education Statistics

Crime, Violence, Discipline, and Safety in U.S. Public Schools Findings From the School Survey on Crime and Safety: 2017–18

Using data from the School Survey on Crime and Safety (SSOCS), this report presents findings
both on crime and violence in U.S. public schools and on the practices and programs schools have implemented to promote school safety. Developed and managed by the National Center for
Education Statistics (NCES) of the U.S. Department of Education, SSOCS has been
administered seven times, most recently during the 2017–18 school year. The 2017–18 SSOCS administration (SSOCS:2018) was funded by NCES, with supplemental funding provided by the National Institute of Justice.

Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings From the School Survey on Crime and Safety: 2017-18

The National Center for Education Statistics collects data on crime and violence in U.S. public schools through the School Survey on Crime and Safety (SSOCS). This First Look report presents findings from the 2017–18 School Survey on Crime and Safety data collection.
Discipline Problems Reported by Public Schools

Between 1999–2000 and 2009–10, as well as in 2015–16 and 2017–18, the School Survey on Crime and Safety (SSOCS) asked public school principals how often certain disciplinary problems happened in their schools1 during the school year. In 2013–14, school principals were asked to provide responses to a similar set of questions on the Fast Response Survey System (FRSS) survey of school safety and discipline.2 Using data from both surveys, this indicator examines whether the following discipline problems were reported by public schools as occurring at least once a week: student racial/ethnic tensions, student bullying,3 student sexual harassment of other students, student harassment of other students based on sexual orientation or gender identity, student verbal abuse of teachers, student acts of disrespect for teachers other than verbal abuse, and widespread disorder in the classroom. SSOCS also looked at the occurrence of gang activities happening at all and cyberbullying4 at least once a week during the school year; however, these items were not collected in the FRSS survey

Serious Disciplinary Actions Taken by Public Schools
In the School Survey on Crime and Safety, public school principals were asked to report the number of disciplinary actions their schools had taken against students for specific offenses. The student offenses reported by principals during the 2017–18 school year and discussed in this indicator are physical attacks or fights; distribution, possession, or use of alcohol; distribution, possession, or use of illegal drugs; use or possession of a firearm or explosive device; and use or possession of a weapon other than a firearm or explosive device
Forum Guide to Crime, Violence, and Discipline Incident Data
The Forum Guide to Crime, Violence, and Discipline Incident Data focuses on the use of crime, violence, and discipline data to improve school safety. It presents strategies for implementing an incident database, including system design, management, and training; recommends a body of data elements, definitions, and code lists useful for collecting accurate and comparable data about crime, violence, and discipline; and offers suggestions for the effective presentation and reporting of data. This guide was created in collaboration with the Discipline Data Working Group of the U.S. Department of Education to ensure that it will be useful to states and districts reporting data to the Office for Civil Rights, the Office of Safe and Drug Free Schools, the Office of Special Education and Rehabilitative Services, and EDFacts.
School discipline data indicators: A guide for districts and schools
Disproportionate rates of suspension for students of color are a local, state, and national concern. In particular, African American, Hispanic/Latino(a), and American Indian students experience suspensions more frequently than their White peers. Disciplinary actions that remove students from classroom instruction undermine their academic achievement and weaken their connection with school. This REL Northwest guide is designed to help educators use data to reduce disproportionate rates of suspension and expulsion based on race or ethnicity. It provides examples of selecting and analyzing data to determine whether racial disproportionality exists in a school or district's discipline practices. The guide also describes how to apply the Plan-Do-Study-Act continuous improvement cycle to inform intervention decisions and monitor progress toward desired outcomes.
2021 NCES: Condition of Education
In 2021, NCES has launched a multi-phase effort to update the web pages for the Annual Reports and Information Staff (Annual Reports). The first phase of the web updates occurred in May when the latest edition of the Condition of Education was released. There are now two new explore features to search indicators based on topic areas (e.g., postsecondary faculty and staff) as well as subgroup characteristics (e.g., educational attainment, time series, and race/ethnicity).
NCES: Discipline School Data- USA
Student Perceptions of School Discipline and the Presence of Gangs or Guns at School
This report investigates the relationship between students’ perceptions of school discipline and their own behavior as well as the relationship between students’ perception of school discipline and unfavorable school conditions. As the findings presented below show reportable differences and not causal interactions, readers should be aware that additional factors may be involved in explaining discrepancies between students’ views of school discipline.
Expulsion From School as a Disciplinary Action
This report examines the percentage of U.S. public elementary and secondary schools that were allowed to expel students from school as a disciplinary action and the percentage of schools that used this action. Specifically, this report investigates the trend over time in schools’ allowance for and use of these disciplinary actions, and comparisons between schools with varying levels of minority student enrollment.
NCES: Percentage of public schools reporting selected discipline problems
ercentage of public schools reporting selected discipline problems that occurred at school, by frequency and selected school characteristics: Selected years, 1999-2000 through 2017-18
Safety in Numbers: Collecting and Using Crime, Violence, and Discipline Incident Data to Make a Difference in Schools
This handbook is designed to be used by school, district, and state staff to improve the effectiveness of their efforts to collect and use disciplinary incident data. It provides recommendations on what types of data to collect, why it is critical to collect such data, and how the data can be used effectively to improve school safety and answer policy questions relating to school improvement and the safety of our students. This is a National Forum on Education Statistics publication and contains no data.