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Table 7.  Number and percentage of public schools reporting disruptions for bomb or anthrax threats with the number of incidents reported, by selected school characteristics: 1999–2000


School characteristic Number of schools Percent of schools Number of
incidents
All public schools 8,152 10 15,628
       
Level      
Elementary 2,274 5 3,612
Middle 2,488 16 5,843
Secondary 2,838 24 5,475
Combined 551 11 699
       
Enrollment size      
Less than 300 960 5 1,220
300–499 2,010 9 2,812
500–999 2,935 10 6,051
1,000 or more 2,247 26 5,546
       
Urbanicity      
City 2,569 13 4,943
Urban fringe 2,337 9 5,347
Town 1,010 10 1,800
Rural 2,236 9 3,538
       
Crime level where students live1      
High 558 10 1,168
Moderate 1,804 13 3,644
Low 4,762 9 8,684
Mixed 1,006 13 2,111
       
Percent minority enrollment1      
0–5 percent 1,984 8 3,919
6–20 percent 1,902 10 3,291
21–50 percent 1,925 12 3,527
More than 50 percent 2,331 11 4,871
       
Percent of students eligible for free/reduced-price lunch      
0–20 percent 1,958 9 4,140
21–50 percent 3,376 12 6,212
More than 50 percent 2,818 9 5,276
       
Percent of students below 15th percentile on standardized tests      
0–5 percent 1,796 7 3,427
6–15 percent 3,508 11 6,590
More than 15 percent 2,849 12 5,612
       
Percent of students likely to attend college      
0–35 percent 2,457 10 4,555
36–60 percent 2,640 9 5,488
More than 60 percent 3,056 11 5,585
       
Percent of students who consider academic achievement important      
0–25 percent 671 10 1,652
26–50 percent 1,937 11 3,569
51–75 percent 2,794 11 5,843
More than 75 percent 2,750 9 4,564
       
Percent male enrollment      
0–44 percent 791 8 1,949
45–55 percent 6,558 11 12,370
More than 55 percent 802 8 1,310
       
Student/teacher ratio1,2      
Less than 12 2,516 9 4,519
12–16 2,673 10 4,569
More than 16 2,704 12 6,018
       
Number of classroom changes1      
0–3 changes 1,300 6 2,082
4–6 changes 3,689 10 6,886
More than 6 changes 2,684 13 5,583
       
Use of paid law enforcement3      
Regular use 6,282 15 12,408
No regular use 1,870 5 3,220
       
Number of serious discipline problems4    
No problems 3,030 7 5,068
1 problem 1,730 11 3,473
2 problems 1,078 12 2,120
3 or more problems 2,314 21 4,968
       
Transfers as percentage of enrollment1,5      
0 to 6 percent 1,876 10 3,298
6 to 11 percent 1,928 11 3,957
11 to 21 percent 1,560 8 2,837
21 percent or more 2,390 11 4,657
       
Percent of students absent without excuses      
None 611 4 1,699
1–2 percent 2,849 9 4,494
3–5 percent 2,141 10 3,981
6–10 percent 1,824 22 3,719
More than 10 percent 727 19 1,736
       
Prevalence of violent incidents1      
No violent incidents 806 3 1,477
Any violent incidents 7,222 12 13,890
1 Some schools are omitted from these categories because of missing data on their school characteristics. For this reason, the detailed results do not sum to the totals. See appendix J of 2000 School Survey on Crime and Safety (SSOCS) Detailed Data Documentation (NCES 2004-307) for further information.
2 Student/teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time equivalent teachers. The total number of full-time equivalent teachers is a combination of the full-time and part-time teachers, including special education teachers, with an adjustment to compensate for the part-time status.
3 Schools were included as regularly using paid law enforcement if they reported the use of paid law enforcement during any of the following times: at any time during school hours, while students were arriving or leaving, at selected school activities (e.g., athletic and social events, open houses, science fairs), or at any other time that the respondent specified.
4 Serious discipline problems is a count of discipline problems reported by principals. These discipline problems include student racial tensions, student bullying, student verbal abuse of teachers, widespread disorder in classrooms, and student acts of disrespect for teachers. If a principal 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. Undesirable gang activities and undesirable cult or extremist group activities were also counted once as a problem if the principal reported that these events occurred at all in their school.
5 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.
NOTE: Detail may not sum to totals because of rounding. "At school/at your school" was defined for respondents as including activities happening in school buildings, on school grounds, on school buses, and at places that are holding school-sponsored events or activities. Respondents were instructed to, unless the survey specified otherwise, only respond for those times that were during normal school hours or when school activities/events were in session. Bomb or anthrax threats were defined for respondents as bomb scares, anthrax scares, or comparable school wide threats (not including fire). Elementary 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. Secondary 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.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2000.


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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education