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Table 23.  Number and percentage of public schools with a written plan for responding to at least one crisis situation, and the percentage of schools with specified types of crisis response plans, by selected school characteristics: School year 2003–04


School characteristic Schools with a written plan for responding to at least one crisis situation   Percentage of schools with specified
types of crisis response plans
Num-
ber of schools
Per-
cent of schools
  Shootings Natural disasters1 Hostages Bomb threats or incidents Chemical, biological, or radiological
threats or incidents2
All public schools  79,208 98   79 96 73 94 69
                 
Level3                 
Primary  48,215 99   76 97 73 95 71
Middle  14,350 99   86 97 78 96 70
High school  10,700 99   86 95 79 96 72
Combined  5,944 93   72 88 58 83 51
                 
Enrollment size                 
Less than 300  18,093 95   69 92 63 88 58
300–499  23,285 99   80 97 75 94 72
500–999  28,941 100   81 98 77 97 72
1,000 or more  8,889 99   85 97 81 97 74
                 
Urbanicity                 
City  19,773 99   74 96 67 93 71
Urban fringe  26,369 99   81 97 79 97 74
Town  9,543 99   81 97 75 95 65
Rural  23,523 97   79 95 72 91 64
                 
Crime level where students live4                 
High  5,763 99   82 96 76 91 67
Moderate  15,168 98   75 94 70 95 71
Low  47,710 98   79 96 74 93 69
Mixed  10,568 99   81 98 76 97 70
                 
Percent minority enrollment5                 
Less than 5 percent  16,905 99   85 97 76 95 70
5 to 20 percent  19,538 99   80 95 78 96 69
20 to 50 percent  17,464 99   75 98 72 93 69
50 percent or more  23,610 97   76 94 68 93 69
                 
Percent of students
eligible for free or
reduced-price lunch 
               
0–20 percent  18,618 98   81 96 77 95 72
21–50 percent  28,425 99   81 97 78 96 72
More than 50 percent  32,166 98   75 95 68 92 65
                 
Percent of students below 15th
percentile on standardized tests 
               
0–5 percent  22,840 98   77 97 75 94 70
6–15 percent  33,473 99   82 96 75 95 72
More than 15 percent  22,895 98   76 95 70 93 66
                 
Percent of students likely
to attend college 
               
0–35 percent  24,951 97   73 95 67 91 62
36–60 percent  22,391 100   80 98 79 97 74
More than 60 percent  31,866 99   82 96 75 94 72
                 
Percent of students who consider
academic achievement important 
               
0–25 percent  7,886 96   69 91 61 87 56
26–50 percent  16,861 97   77 94 71 93 65
51–75 percent  23,263 100   78 98 74 97 72
More than 75 percent  31,198 99   83 97 78 94 73
                 
Percent male enrollment                 
0–44 percent  5,403 98   76 96 69 91 61
45–55 percent  64,977 98   79 96 75 95 70
More than 55 percent  8,829 98   76 97 67 89 65
                 
Student-to-teacher ratio6                 
Less than 12 students  34,785 97   77 94 72 91 68
12–16 students  29,704 100   81 98 77 97 71
More than 16 students  14,719 99   77 97 71 94 68
                 
Number of classroom changes7                 
0–3 changes  20,627 98   76 96 72 92 72
4–6 changes  36,722 99   77 96 72 95 68
More than 6 changes  21,859 99   83 97 78 95 69
                 
Regular use of law enforcement8                 
Regular use  35,768 99   83 96 79 95 73
No regular use  43,440 98   75 96 69 93 67
                 
Number of serious
discipline problems9 
               
No problems  50,819 98   79 96 74 94 69
1 problem  14,412 99   74 96 72 95 72
2 problems  7,584 100   85 98 77 95 71
3 or more problems  6,394 98   81 93 70 93 60
                 
Transfers as a percentage
of enrollment10 
               
0 to 6 percent  15,473 98   78 96 70 93 68
6 to 11 percent  17,222 99   80 95 75 93 72
11 to 21 percent  23,938 99   80 98 76 96 69
21 percent or more  22,575 97   76 95 72 94 68
                 
Prevalence of schoolwide
disruptions11 
               
No disruptions  74,123 98   78 96 73 94 69
Any disruptions  5,086 100   86 96 79 100 77
                 
Percent of students
absent on a daily basis 
               
0–2 percent  7,703 98   80 96 69 90 64
3–5 percent  44,188 99   79 97 76 95 72
6–10 percent  23,216 98   78 95 71 94 66
More than 10 percent  4,101 94   73 91 65 90 68
                 
Prevalence of violent incidents12                 
No violent incidents  14,577 98   77 95 71 89 66
Any violent incidents  64,632 99   79 96 74 95 70
1 Examples of natural disasters provided to respondents were earthquakes or tornadoes.
2 Examples of chemical, biological, or radiological threats or incidents provided to respondents were the release of mustard gas, anthrax, smallpox, or radioactive materials.
3 Primary 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. High 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.
4 Respondents were asked, "How would you describe the crime level in the area(s) in which your students live?" Response options included "high level of crime," "moderate level of crime," "low level of crime," and "students come from areas with very different levels of crime."
5 These estimates exclude data from Tennessee because schools in this state did not report estimates of student race.
6 Student-to-teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time-equivalent teachers and aides. The total number of full-time-equivalent teachers and aides is a combination of the full-time and part-time teachers and aides, including special education teachers and aides, with an adjustment to compensate for the part-time status.
7 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
8 Respondents were asked, "During the 2003–2004 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school on a regular basis?"
9 Serious discipline problems include student racial tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers, gang activities, and cult or extremist group activities. If a respondent 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.
10 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.
11 Schoolwide disruptions include actions that disrupted school activities such as death threats, bomb threats, and chemical, biological, or radiological threats. Respondents were instructed to exclude all fire alarms, including false alarms.
12 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: Respondents were included as having a written plan for responding to at least one crisis situation if they reported that they had a written plan that described procedures for any of the following: school shootings; natural disasters; hostages; bomb threats; or chemical, biological, or radiological threats or incidents. Detail may not sum to totals because of rounding. Reponses were provided by the principal or the person most knowledgeable about crime and safety issues at the school.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2004.


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