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

School Survey on Crime and Safety (SSOCS)

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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 live ¹
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 enforcement ³
Regular use	6,282	15	12,408
No regular use	1,870	5	3,220

Number of serious discipline problems ⁴
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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