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Table 7.  Number and percentage of public primary 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  1,910   4   3,360   #
               
Enrollment size               
Less than 300       
300–499  990   6   1,990 ! #
500–999  600 ! 3 ! 930 ! #
1,000 or more       
               
Urbanicity               
City  520 ! 4 ! 930 ! #
Urban fringe  710   4   1,510 ! #
Town  #   #   #   #
Rural  680 ! 5 ! 910 ! #
               
Crime level where
students live1 
             
High  250 ! 6 !  
Moderate  460 ! 5 ! 630 ! #
Low  1,150   4   1,970   #
Mixed       
               
Percent minority
enrollment2 
             
Less than 5 percent       
5 to less than 20 percent  350 ! 3 !   #
20 to less than 50 percent  240 ! 2 !  
50 percent or more  1,000   6   1,760 ! #
               
Percent of students
eligible for free or
reduced-price lunch 
             
0–20 percent  260 ! 2 !  
21–50 percent  500 ! 4 ! 950 ! #
More than 50 percent  1,140   5   2,090   #
               
Percent of students
below 15th percentile on
standardized tests 
             
0–5 percent  570 ! 3 ! 890 ! #
6–15 percent  700 ! 4 ! 1,120 ! #
More than 15 percent  640 ! 6   1,350 ! #
               
Percent of students likely
to attend college 
             
0–35 percent  520 ! 4 ! 810 ! #
36–60 percent  820 ! 5 ! 1,810 ! #
More than 60 percent  570 ! 3 ! 740 ! #
               
Percent of students who
consider academic
achievement important 
             
0–25 percent       
26–50 percent  560 ! 7 ! 670 ! #
51–75 percent       
More than 75 percent  980   4   2,210 ! #
               
Percent male enrollment               
0–44 percent  #   #   #   #
45–55 percent  1,450   4   2,380   #
More than 55 percent  460 ! 7 !  
               
Student-to-FTE ratio3               
Less than 12 students  710 ! 3 ! 1,360 ! #
12–16 students  720 ! 5 ! 1,300 ! #
More than 16 students  480 ! 6 ! 700 ! #
               
Number of classroom
changes4 
             
0–3 changes  790 ! 4 ! 1,140 ! #
4–6 changes  730 ! 3 ! 1,270 ! #
More than 6 changes  390 ! 7 ! 960 ! #
               
Regular use of law
enforcement5 
             
Regular use  450 ! 3 ! 560 ! #
No regular use  1,460   4   2,800 ! #
               
Number of serious
discipline problems6 
             
No problems  1,290   4   2,180   #
1 problem  290 ! 5 ! 400 ! #
2 problems  250 ! 7 !  
3 or more problems       
               
Transfers as a percentage
of enrollment7 
             
Less than 6 percent  #   #   #   #
6 to less than 11 percent  720 ! 7   900 ! #
11 to less than 21 percent  510 ! 4 ! 1,070 ! #
21 percent or more  680   4   1,390 ! #
               
Percent of students
absent on a daily basis 
             
0–2 percent  330 ! 5 ! 380 ! #
3–5 percent  980   4   1,750 ! #
6–10 percent  530 ! 5 ! 1,160 ! #
More than 10 percent       
               
Prevalence of violent incidents8               
No violent incidents       
Any violent incidents  1,740   5   3,020   #
# 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 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."
2 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
3 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.
4 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
5 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?"
6 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.
7 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.
8 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. Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school. 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.
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