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Table 7.  Number and percentage of public schools reporting disruptions at school from death threats, bomb threats, or chemical, biological, or radiological threats, the number of incidents reported, and the rate of disruptions per 1,000 students, by selected school characteristics: School year 2005–06

  Disruptions from death threats, bomb threats, or chemical, biological, or radiological threats  
School characteristic  Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students  
All public schools  5,460   7   9,970   #  
                 
Level1                 
Primary  1,910   4   3,360   #  
Middle  1,430   9   2,540   #  
High school  1,570   13   3,000   #  
Combined  560 ! 7 ! 1,080 ! #  
                 
Enrollment size                 
Less than 300  580 ! 3 ! 1,150 ! #  
300–499  1,520   6   2,960   #  
500–999  1,810   6   3,190   #  
1,000 or more  1,550   17   2,670   #  
                 
Urbanicity                 
City  1,590   8   3,200   #  
Urban fringe  2,030   7   3,850   #  
Town  370   5   620   #  
Rural  1,460   6   2,290   #  
                 
Crime level where
    students live2
               
High  880   14   2,140 ! 1 !
Moderate  1,190   7   1,860   #  
Low  2,830   6   4,950   #  
Mixed  560   5   1,020   #  
                 
Percent minority
    enrollment3
               
Less than 5 percent  740   4   1,080   #  
5 to 20 percent  1,230   6   2,300   #  
20 to 50 percent  930   5   1,550   #  
50 percent or more  2,510   10   4,910   #  
                 
Percent of students
    eligible for free
    or reduced-price
    lunch
               
0–20 percent  950   5   1,550   #  
21–50 percent  1,740   6   3,260   #  
More than 50 percent  2,760   8   5,160   #  
                 
Percent of students
    below 15th per-
    centile on stan-
    dardized tests
               
0–5 percent  1,490   5   2,780   #  
6–15 percent  2,020   6   3,290   #  
More than 15 percent  1,950   9   3,900   #  
                 
Percent of students
    likely to attend
    college
               
0–35 percent  1,400   6   2,590   #  
36–60 percent  1,910   8   3,570   #  
More than 60 percent  2,150   6   3,810   #  
                 
Percent of students
    who consider
    academic achieve-
    ment important
               
0–25 percent  370   6   590   #  
26–50 percent  1,310   8   2,680   #  
51–75 percent  1,670   7   2,440   #  
More than 75 percent  2,110   6   4,260   #  
                 
Percent male enrollment                 
0–44 percent  240   4   480   #  
45–55 percent  4,420   6   7,550   #  
More than 55 percent  810   9   1,950 ! 1 !
                 
Student-to-FTE ratio4                
Less than 12 students  2,330   6   4,840   #  
12–16 students  2,010   7   3,470   #  
More than 16 students  1,110   8   1,660   #  
                 
Number of class-
    room changes5
               
0–3 changes  880 ! 4 ! 1,280 ! #  
4–6 changes  2,380   7   4,060   #  
More than 6 changes  2,200   9   4,630   #  
                 
Regular use of law
    enforcement6
               
Regular use  3,260   9   5,700   #  
No regular use  2,200   5   4,270   #  
                 
Number of serious
    discipline pro-
    blems7
               
No problems  2,560   5   4,320   #  
1 problem  970   7   1,620   #  
2 problems  870   12   1,700   #  
3 or more problems  1,070   16   2,330   #  
                 
Transfers as a per-
    centage of enroll-
    ment8
               
0 to 6 percent  490   3   750   #  
6 to 11 percent  1,310   7   1,830   #  
11 to 21 percent  1,470   7   2,700   #  
21 percent or more  2,190   8   4,680   #  
                 
Prevalence of school-
    wide disruptions9
               
No disruptions  450 ! 5 ! 770 ! #  
Any disruptions  2,390   5   4,310   #  
  1,880   8   3,280   #  
Percent of students
    absent on a
    daily basis
740   11   1,600 ! #  
0–2 percent                 
3–5 percent                 
6–10 percent         
More than 10 percent  5,270   8   9,600   #  
# Rounds to zero.
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
1 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.
2 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."
3 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
4 Student-to-FTE 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.
5 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
6 Respondents were asked, "During the 2005–2006 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school at least once a week?"
7 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.
8 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.
9 Violent incidents include rape or attempted 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: "At school" was defined for respondents to include activities happening in school buildings, on school grounds, on school buses, and at places that hold school-sponsored events or activities. 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 (NCES), 2005–06 School Survey on Crime and Safety (SSOCS), 2006.


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