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Table 24.  Number and percentage of public schools with a written plan for responding to at least one crisis situation that drilled students on that plan, and the percentage of schools with specified types of crisis response plans that drilled students on that plan, by selected school characteristics: School year 2003–04


School characteristic  Schools with a written plan for responding to at least one crisis that drilled students on that plan   Percentage of schools with specified types of crisis response plans that drilled students on that plan
Number of schools Percent of schools   Shootings Natural disasters1 Hostages Bomb threats or incidents Chemical, biological, or radiological threats or incidents2
All public schools  69,820 88   47 84 43 55 39
                 
Level3                 
Primary  42,584 88   48 85 45 56 40
Middle  12,675 88   48 82 43 58 39
High school  9,418 88   44 82 40 59 34
Combined  5,143 87   36 85 32 39 39
                 
Enrollment size                 
Less than 300  14,709 81   39 76 34 44 33
300–499  21,009 90   45 87 42 53 38
500–999  25,970 90   50 86 46 60 41
1,000 or more  8,132 91   54 85 51 70 48
                 
Urbanicity                 
City  17,853 90   51 86 48 65 44
Urban fringe  23,471 89   54 84 49 63 46
Town  8,382 88   40 82 39 41 26
Rural  20,114 86   37 83 33 45 32
                 
Crime level where students live4                 
High  5,223 91   51 87 47 60 44
Moderate  13,574 89   48 83 43 60 38
Low  41,610 87   45 84 42 53 40
Mixed  9,413 89   50 86 43 59 34
                 
Percent minority enrollment5                 
Less than 5 percent  14,187 84   35 79 34 41 31
5 to 20 percent  17,823 91   52 88 46 56 38
20 to 50 percent  15,568 89   46 86 44 58 43
50 percent or more  20,563 87   49 82 44 62 43
                 
Percent of students
eligible for free or
reduced-price lunch 
               
0–20 percent  16,397 88   51 85 47 55 39
21–50 percent  25,353 89   44 84 40 54 36
More than 50 percent  28,070 87   46 84 44 57 42
                 
Percent of students below 15th
percentile on standardized tests 
               
0–5 percent  20,515 90   48 88 43 56 39
6–15 percent  29,004 87   44 81 40 52 37
More than 15 percent  20,300 89   50 85 47 60 43
                 
Percent of students likely
to attend college 
               
0–35 percent  22,434 90   47 85 45 58 42
36–60 percent  19,644 88   44 84 42 54 35
More than 60 percent  27,742 87   48 83 42 55 40
                 
Percent of students who consider
academic achievement important 
               
0–25 percent  6,752 86   43 78 41 52 40
26–50 percent  14,962 89   45 84 45 57 41
51–75 percent  20,216 87   44 83 40 51 34
More than 75 percent  27,891 89   50 86 45 59 42
                 
Percent male enrollment                 
0–44 percent  5,054 94   52 90 53 64 55
45–55 percent  56,615 87   45 83 42 54 38
More than 55 percent  8,150 92   52 90 43 62 40
                 
Student-to-teacher ratio6                 
Less than 12 students  29,913 86   42 81 39 52 37
12–16 students  26,498 89   47 85 44 56 40
More than 16 students  13,409 91   55 88 50 60 44
                 
Number of classroom changes7                 
0–3 changes  18,259 89   48 84 48 59 46
4–6 changes  32,429 88   47 84 42 55 37
More than 6 changes  19,131 88   45 83 41 52 36
                 
Regular use of law enforcement8                 
Regular use  31,865 89   49 85 45 59 42
No regular use  37,955 87   44 83 41 52 36
                 
Number of serious
discipline problems9 
               
No problems  45,037 89   48 86 44 56 41
1 problem  12,190 85   41 80 41 53 34
2 problems  6,747 89   43 83 38 51 38
3 or more problems  5,846 91   54 80 46 61 43
                 
Transfers as a percentage
of enrollment10 
               
0 to 6 percent  13,112 85   42 81 41 52 37
6 to 11 percent  15,139 88   49 83 47 57 43
11 to 21 percent  21,413 89   45 85 41 54 37
21 percent or more  20,156 89   49 85 43 58 40
                 
Prevalence of schoolwide
disruptions11 
               
No disruptions  65,235 88   46 84 43 54 39
Any disruptions  4,585 90   50 80 44 76 42
                 
Percent of students
absent on a daily basis 
               
0–2 percent  7,038 91   51 92 48 54 47
3–5 percent  38,820 88   45 84 42 52 37
6–10 percent  20,298 87   47 82 42 59 39
More than 10 percent  3,664 89   49 82 46 68 44
                 
Prevalence of violent incidents12                 
No violent incidents  12,417 85   43 84 45 52 40
Any violent incidents  57,402 89   47 84 43 56 39
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