Table 23. Number and percentage of public schools with a written plan for crisis, and percent of schools with specified types of crisis plan components, by selected school characteristics: 1999

School Survey on Crime and Safety (SSOCS)

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Table 23. Number and percentage of public schools with a written plan for crisis, and percent of schools with specified types of crisis plan components, by selected school characteristics: 1999–2000

School characteristic	Schools with written plan		Specific crisis plan components
School characteristic	Number of schools	Percent of schools	Shootings	Riots or large-scale fights	Schoolwide threats ¹	Natural disasters ²	Hostages
All public schools	78,709	96	74	61	91	92	67

Level
Elementary	47,700	96	70	57	91	92	66
Middle	14,862	97	82	70	93	92	68
Secondary	11,623	98	82	70	95	94	74
Combined	4,524	94	74	58	83	90	62

Enrollment size
Less than 300	18,820	94	63	51	87	89	57
300–499	21,756	95	75	61	92	91	68
500–999	29,550	97	78	63	92	95	72
1,000 or more	8,584	99	85	79	96	94	72

Urbanicity
City	18,734	97	75	64	92	90	64
Urban fringe	25,177	95	75	64	91	91	69
Town	10,361	99	87	66	97	96	72
Rural	24,437	95	69	55	89	94	66

Crime level where students live ³
High	5,248	95	66	61	89	85	56
Moderate	13,781	97	78	70	94	93	70
Low	51,816	96	74	59	91	93	68
Mixed	7,633	96	77	64	95	90	64

Percent minority enrollment³
0–5 percent	23,351	95	73	56	90	93	68
6–20 percent	17,704	97	76	60	93	93	69
21–50 percent	15,901	96	78	65	92	94	70
More than 50 percent	20,729	96	72	65	91	89	62

Percent of students eligible for free/reduced-price lunch
0–20 percent	21,966	95	72	56	91	93	68
21–50 percent	27,947	97	79	66	93	95	72
More than 50 percent	28,796	96	72	60	90	89	62

Percent of students below 15th percentile on standardized tests
0–5 percent	23,892	95	73	61	89	93	68
6–15 percent	32,146	98	77	61	94	94	70
More than 15 percent	22,671	94	72	61	90	89	63

Percent of students likely to attend college
0–35 percent	23,773	96	75	63	92	93	68
36–60 percent	27,913	95	75	61	91	91	66
More than 60 percent	27,023	97	74	60	92	92	68

Percent of students who consider academic achievement important
0–25 percent	6,605	97	75	54	91	91	66
26–50 percent	16,731	94	74	63	90	92	70
51–75 percent	25,316	96	75	62	92	92	66
More than 75 percent	30,057	97	73	61	92	93	67

Percent male enrollment
0–44 percent	9,529	96	66	57	91	92	64
45–55 percent	59,746	96	76	61	91	92	68
More than 55 percent	9,434	96	75	65	91	92	68

Student/teacher ratio³,⁴
Less than 12	26,090	95	72	57	90	92	64
12–16	26,369	97	76	64	93	94	71
More than 16	22,380	96	77	63	92	92	66

Number of classroom changes³
0–3 changes	21,062	95	70	57	91	90	63
4–6 changes	34,354	97	75	62	92	94	67
More than 6 changes	19,318	95	78	64	90	92	72

Use of paid law enforcement ⁵
Regular use	41,108	97	80	66	94	93	71
No regular use	37,601	95	69	56	89	91	63

Number of serious discipline problems ⁶
No problems	44,101	96	72	58	91	93	65
1 problem	15,056	95	74	62	91	90	70
2 problems	8,710	97	79	67	91	92	67
3 or more problems	10,842	97	81	70	94	92	70

Transfers as percentage of enrollment³,⁷
0 to 6 percent	18,381	94	66	54	89	89	62
6 to 11 percent	17,269	97	77	62	91	94	69
11 to 21 percent	17,966	95	74	64	90	93	67
21 percent or more	22,136	98	79	64	94	94	70

Prevalence of schoolwide disruptions³,⁸
No disruptions	65,316	96	74	60	91	92	67
Any disruptions	8,084	99	82	71	98	94	69

Percent of students absent without excuses
None	14,517	95	71	54	90	92	69
1–2 percent	31,851	96	75	60	91	93	66
3–5 percent	20,789	98	74	63	92	94	67
6–10 percent	7,887	93	78	68	91	86	67
More than 10 percent	3,664	98	79	72	93	90	69

Prevalence of violent incidents³,⁹
No violent incidents	22,642	97	71	59	91	93	66
Any violent incidents	55,462	96	76	62	92	92	68
¹ Bomb scares, anthrax scares, or comparable schoolwide threats (not including fire).
² For example, earthquakes or tornadoes.
³ 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.
⁴ 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.
⁵ 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.
⁶ 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.
⁷ 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.
⁸ Schoolwide disruptions include actions that disrupted school activities such as bomb threats or anthrax threats. Respondents were instructed to exclude all fire alarms, including false alarms.
⁹ Violent incidents include 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: 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. A gang was defined for respondents as, "an ongoing loosely organized association of three or more persons, whether formal or informal, that has a common name, signs, symbols or colors, whose members engage, either individually or collectively, in violent or other forms of illegal behavior." 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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