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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 2005–06
  Schools with a written
plan for responding to at
least one crisis situation
  Percentage of schools with specified
types of crisis response plans 
School characteristic  Number   Percent     Shootings   Natural disasters1   Hostages   Bomb threats or incidents   Chemical, biological, or radio-
logical threats or incidents2
 
All public schools  81,500   98     79   95   73   94   71  
                               
Level3                               
Primary  47,500   98     75   95   71   94   69  
Middle  15,500   99     84   97   75   97   74  
High school  11,600   99     87   95   77   97   72  
Combined  7,000   95     88   93   75   93   72  
                               
Enrollment size                               
Less than 300  19,600   94     74   89   68   89   68  
300–499  23,600   99     78   97   76   96   70  
500–999  29,000   99     82   97   73   96   72  
1,000 or more  9,300   99     86   96   78   97   73  
                               
Urbanicity                               
City  20,600   98     76   94   66   94   69  
Urban fringe  27,500   100     81   96   77   97   76  
Town  8,100   98     81   95   69   96   65  
Rural  25,400   96     79   94   75   92   68  
                               
Crime level where
    students live4 
                             
High  6,300   97     76   96   62   92   67  
Moderate  15,500   97     78   93   71   93   68  
Low  49,300   98     80   95   75   95   72  
Mixed  10,400   99     81   96   75   94   68  
                               
Percent minority
    enrollment5 
                             
Less than 5 percent  16,000   97     77   92   75   94   76  
5 to 20 percent  20,300   98     82   96   79   95   73  
20 to 50 percent  18,500   99     82   97   76   96   71  
50 percent or more  24,900   97     76   94   65   93   66  
                               
Percent of students
    eligible for free
    or reduced-price
    lunch
                             
0–20 percent  18,900   98     81   96   76   95   76  
21–50 percent  27,400   99     82   96   76   97   73  
More than 50 percent  35,300   97     77   94   69   93   66  
                               
Percent of students
    below 15th per-
    centile on stan-
    dardized tests 
                             
0–5 percent  28,900   98     79   94   74   95   74  
6–15 percent  32,200   98     82   96   74   95   70  
More than 15 percent  20,500   98     76   95   71   93   67  
                               
Percent of students
    likely to attend
    college 
                             
0–35 percent  22,000   97     78   93   69   91   66  
36–60 percent  24,600   99     82   97   74   96   72  
More than 60 percent  35,000   98     78   95   75   96   73  
                               
Percent of students
    who consider
    academic achieve-
    ment important 
                             
0–25 percent  5,700   99     83   95   80   96   76  
26–50 percent  15,500   97     77   95   67   91   66  
51–75 percent  24,000   99     81   96   71   96   66  
More than 75 percent  36,300   97     79   95   76   95   74  
                               
Percent male enrollment                               
0–44 percent  5,400   96     75   93   66   94   70  
45–55 percent  66,900   98     80   95   74   95   71  
More than 55 percent  9,200   99     75   96   70   94   70  
                               
Student-to-FTE ratio6                               
Less than 12 students  40,700   96     77   93   73   93   71  
12–16 students  26,800   99     83   97   74   96   71  
More than 16 students  14,000   100     80   97   70   96   67  
                               
Number of class-
    room changes7 
                             
0–3 changes  21,900   97     73   94   70   92   68  
4–6 changes  35,500   99     81   96   74   96   71  
More than 6 changes  24,200   97     83   94   74   95   72  
                               
Regular use of law
    enforcement8 
                             
Regular use  34,200   99     83   95   77   96   72  
No regular use  47,400   98     77   95   70   93   69  
                               
Number of serious
    discipline pro-
    blems9
                             
No problems  55,200   98     80   95   75   95   72  
1 problem  12,700   97     77   94   65   92   67  
2 problems  6,900   99     81   96   73   96   70  
3 or more problems  6,700   99     76   98   70   94   67  
                               
Transfers as a per-
    centage of enroll-
    ment10 
                             
0 to 6 percent  15,500   98     78   94   74   95   75  
6 to 11 percent  17,400   97     79   95   74   94   70  
11 to 21 percent  21,900   98     79   94   73   93   70  
21 percent or more  26,800   99     81   97   72   96   69  
                               
Prevalence of school-
    wide disruptions11 
                             
No disruptions  76,100   98     79   95   73   94   70  
Any disruptions  5,500   100     86   97   75   100   79  
                               
Percent of students
    absent on a
    daily basis 
                             
0–2 percent  8,100   95     70   91   65   91   66  
3–5 percent  43,200   99     84   97   77   96   73  
6–10 percent  23,900   97     76   94   71   93   68  
More than 10 percent  6,300   98     76   93   65   96   69  
                               
Prevalence of
    violent incidents12 
                             
No violent incidents  17,900   97     77   94   78   91   72  
Any violent incidents  63,600   98     80   95   72   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 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
6 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.
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 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?"
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 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: 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 incidents; or chemical, biological, or radiological threats or incidents. Detail may not sum to totals because of rounding. Responses 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