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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
Number of schools Percent of schools   Shootings Riots or large-scale fights Schoolwide threats1 Natural disasters2 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
live3
               
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 enforcement5                
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 problems6                
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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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education