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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 2005–06
  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
School characteristic  Number   Percent     Shootings   Natural disasters1   Hostages   Bomb threats or incidents   Chemical, biological, or radio-
logical threats or incidents2
 
All public schools  74,300   91     50   88   46   58   40  
                               
Level3                               
Primary  43,800   92     52   90   47   59   42  
Middle  14,100   91     52   88   45   60   40  
High school  10,200   88     45   81   40   56   33  
Combined  6,300   89     45   85   45   51   37  
                               
Enrollment size                               
Less than 300  17,700   90     40   87   38   51   38  
300–499  21,500   91     48   88   46   54   36  
500–999  26,600   92     55   88   49   62   42  
1,000 or more  8,500   92     58   86   51   69   43  
                               
Urbanicity                               
City  19,200   93     55   90   50   66   48  
Urban fringe  24,500   89     55   85   49   60   46  
Town  7,400   92     49   88   43   54   29  
Rural  23,200   91     41   89   40   50   29  
                               
Crime level where
    students live4 
                             
High  5,700   90     56   82   49   66   48  
Moderate  14,500   94     55   90   49   66   45  
Low  44,400   90     47   87   43   54   37  
Mixed  9,700   93     55   89   51   62   40  
                               
Percent minority
    enrollment5 
                             
Less than 5 percent  14,800   92     38   89   37   48   31  
5 to 20 percent  17,800   88     50   85   48   56   36  
20 to 50 percent  16,800   91     54   89   49   62   43  
50 percent or more  23,100   93     55   87   47   64   48  
                               
Percent of students
    eligible for free
    or reduced-price
    lunch
                             
0–20 percent  16,400   87     49   83   45   51   36  
21–50 percent  25,400   93     48   90   47   57   39  
More than 50 percent  32,500   92     52   88   45   62   42  
                               
Percent of students
    below 15th per-
    centile on stan-
    dardized tests 
                             
0–5 percent  26,500   92     46   89   44   56   38  
6–15 percent  28,900   90     52   87   48   59   39  
More than 15 percent  18,900   92     51   87   45   60   43  
                               
Percent of students
    likely to attend
    college 
                             
0–35 percent  20,200   92     53   87   46   58   39  
36–60 percent  22,600   92     45   90   42   58   33  
More than 60 percent  31,500   90     51   86   49   58   44  
                               
Percent of students
    who consider
    academic achieve-
    ment important 
                             
0–25 percent  5,100   89     45   86   45   57   42  
26–50 percent  14,300   92     52   89   47   59   38  
51–75 percent  21,800   91     50   86   42   57   36  
More than 75 percent  33,100   91     50   88   48   59   42  
                               
Percent male enrollment                               
0–44 percent  4,700   87     53   83   38   56   39  
45–55 percent  61,000   91     50   88   46   57   40  
More than 55 percent  8,600   93     46   89   45   66   38  
                               
Student-to-FTE ratio6                               
Less than 12 students  36,500   90     46   86   42   56   38  
12–16 students  24,800   92     52   89   48   60   40  
More than 16 students  13,100   93     57   89   53   60   44  
                               
Number of class-
    room changes7 
                             
0–3 changes  20,300   93     54   91   51   63   44  
4–6 changes  32,100   90     53   87   46   60   43  
More than 6 changes  22,000   91     42   87   41   52   31  
                               
Regular use of law
    enforcement8 
                             
Regular use  31,100   91     51   87   49   63   41  
No regular use  43,200   91     49   88   43   54   39  
                               
Number of serious
    discipline pro-
    blems9
                             
No problems  50,300   91     51   88   47   59   41  
1 problem  11,500   91     45   86   43   54   38  
2 problems  6,400   92     51   90   37   60   34  
3 or more problems  6,200   92     51   86   47   59   36  
                               
Transfers as a per-
    centage of enroll-
    ment10 
                             
0 to 6 percent  13,900   89     48   86   43   53   38  
6 to 11 percent  16,200   93     47   90   46   60   41  
11 to 21 percent  19,800   91     52   89   47   55   38  
21 percent or more  24,400   91     51   86   47   62   41  
                               
Prevalence of school-
    wide disruptions11 
                             
No disruptions  69,000   91     50   88   45   56   40  
Any disruptions  5,300   98     56   88   57   84   37  
                               
Percent of students
    absent on a
    daily basis 
                             
0–2 percent  7,700   94     53   93   47   63   50  
3–5 percent  39,300   91     50   88   47   57   38  
6–10 percent  21,500   90     48   86   43   57   37  
More than 10 percent  5,900   93     52   86   46   64   46  
                               
Prevalence of
    violent incidents12 
                             
No violent incidents  16,000   89     45   85   43   54   39  
Any violent incidents  58,300   92     51   89   47   59   40  
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