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Table 24.  Percentage of public schools that drilled students on a written plan for at least one crisis situation, and the percentage of schools that drilled students on a written plan for a specific crisis situation, by selected school characteristics: School year 2007-08
Percentage of schools that drilled
students on specified written crisis plans
School characteristic Percentage of schools that drilled students on a written plan for at least one crisis situation Shootings   Natural disasters1   Hostages   Bomb threats or incidents   Chemical, biological, or radiological threats or incidents2  
All public schools  92 52   83   39   58   28  
                       
Level3                       
Primary  92 49   85   40   58   28  
Middle  92 63   82   41   61   31  
High school  91 57   80   39   62   29  
Combined  85 45   79   23   47   26  
                       
Enrollment size                       
Less than 300  89 47   83   30   52   23  
300–499  91 51   82   38   57   27  
500–999  93 53   84   42   61   30  
1,000 or more  93 64   83   46   69   37  
                       
Urbanicity                       
City  88 51   78   36   58   29  
Suburb  95 58   85   47   67   35  
Town  90 53   84   38   54   22  
Rural  92 49   85   34   52   24  
                       
Crime level where students live4                       
High  89 51   76   32   53   22  
Moderate  89 55   81   40   58   29  
Low  93 53   85   39   59   28  
Mixed  89 49   81   37   60   33  
                       
Percent of combined Black/African
   American, Hispanic/Latino, Asian,
   Native Hawaiian/Other Pacific
   Islander, and American Indian/
   Alaska Native students
                     
Less than 5 percent  92 46   83   36   55   23  
5 to less than 20 percent  94 58   86   41   59   27  
20 to less than 50 percent  92 52   84   41   60   31  
50 percent or more  89 52   80   36   58   30  
                       
Percent of students eligible for
   free or reduced-price lunch
                     
0–20 percent  91 53   80   44   62   32  
21–50 percent  94 55   87   38   58   30  
More than 50 percent  89 50   82   36   57   25  
                       
Percent of students below
   15th percentile on
   standardized tests
                     
0–5 percent  92 54   83   42   62   29  
6–15 percent  91 51   83   38   56   28  
More than 15 percent  92 52   84   35   58   29  
                       
Percent of students likely
   to attend college
                     
0–35 percent  91 50   84   36   55   25  
36–60 percent  93 51   84   38   57   27  
More than 60 percent  91 54   82   40   61   31  
                       
Percent of students who
   consider academic
   achievement important
                     
0–25 percent  93 47   82   34   50   26  
26–50 percent  90 51   79   36   56   26  
51–75 percent  90 52   83   36   53   25  
More than 75 percent  93 54   85   42   64   32  
                       
Percent male enrollment                       
0–44 percent  92 57   81   35   63   30  
45–55 percent  92 52   83   39   58   28  
More than 55 percent  90 51   83   37   59   28  
                       
Student-to-FTE ratio5                       
Less than 12 students  90 51   81   35   56   27  
12–16 students  92 53   84   42   60   30  
More than 16 students  96 57   90   42   62   29  
                       
Number of classroom changes6                       
0–3 changes  92 52   82   41   61   30  
4–6 changes  91 51   84   39   58   28  
More than 6 changes  92 54   83   35   57   27  
                       
Regular use of law enforcement7                       
Regular use  91 57   81   41   62   32  
No regular use  92 49   85   36   55   26  
                       
Number of serious
   discipline problems8 
                     
No problems  91 51   84   38   58   29  
1 problem  93 56   83   38   57   28  
2 problems  94 62   83   45   66   30  
3 or more problems  85 50   76   33   56   25  
                       
Transfers as a percentage
   of enrollment9 
                     
Less than 6 percent  93 54   85   40   63   32  
6 to less than 11 percent  90 49   80   37   56   27  
11 to less than 21 percent  92 55   85   40   57   26  
21 percent or more  90 51   81   37   58   28  
                       
Prevalence of schoolwide
   disruptions10 
                     
No disruptions  91 51   83   37   57   28  
Any disruptions  95 65   84   53   80   33  
                       
Percent of students
   absent on a daily basis 
                     
0–2 percent  92 52   85   43   61   26  
3–5 percent  94 55   87   40   59   32  
6–10 percent  89 49   78   34   56   24  
More than 10 percent  85 50   76   42   60   23  
                       
Prevalence of violent incidents11                       
No violent incidents  90 43   83   34   57   31  
Any violent incidents  92 56   83   40   59   28  
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 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.
6 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
7 Respondents were asked, "During the 2007–08 school year, did you have any security guards, security personnel, or sworn law enforcement officers present at your school at least once a week?"
8 Serious discipline problems include student racial/ethnic tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers other than verbal abuse, 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.
9 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.
10 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.
11 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 not asked if they drilled students on the following crisis situations: suicide threat or incident; the U.S. national threat level is changed to red (severe risk of terrorist attack) by the Department of Homeland Security; and pandemic flu. Respondents were included as having drilled students on a written plan for responding to at least one crisis situation if they reported that they drilled students on 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 schools may have reported more than one of the practices. 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, Institute of Education Sciences, National Center for Education Statistics (NCES), 2007–08 School Survey on Crime and Safety (SSOCS), 2008.


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