Table 23. Number and percentage of public primary 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

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Table 23. Number and percentage of public primary 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	47,500	98	75	95	71	94	69

Enrollment size
Less than 300	11,500	93	69	87	67	87	64
300–499	17,300	100	74	97	76	96	69
500–999	17,400	99	80	97	70	96	72
1,000 or more	1,200	97	60	93	62	93	69

Urbanicity
City	13,800	98	74	94	64	94	66
Urban fringe	17,200	100	77	97	76	97	75
Town	4,200	97	71	93	60	93	55
Rural	12,200	95	73	93	75	88	67

Crime level where students live³
High	4,100	95	74	95	57	89	63
Moderate	9,600	96	72	91	68	91	65
Low	28,300	98	75	95	74	95	72
Mixed	5,400	100	75	98	73	93	62

Percent minority enrollment⁴
Less than 5 percent	8,200	95	70	89	70	91	78
5 to less than 20 percent	11,400	99	78	97	81	96	75
20 to less than 50 percent	10,600	100	77	97	73	95	66
50 percent or more	16,300	97	72	94	62	92	63

Percent of students eligible for free or reduced-price lunch
0–20 percent	10,700	99	78	97	79	95	77
21–50 percent	14,100	99	75	96	73	97	72
More than 50 percent	22,700	96	73	92	66	91	63

Percent of students below 15th percentile on standardized tests
0–5 percent	18,100	99	76	95	75	96	74
6–15 percent	18,500	97	77	96	72	93	68
More than 15 percent	11,000	97	68	92	64	90	62

Percent of students likely to attend college
0–35 percent	13,600	95	72	91	64	87	62
36–60 percent	14,700	99	78	97	73	96	70
More than 60 percent	19,200	99	73	96	75	96	73

Percent of students who consider academic achievement important
0–25 percent	2,600	100	77	91	75	95	76
26–50 percent	8,100	95	68	92	60	84	58
51–75 percent	13,000	98	74	95	67	96	64
More than 75 percent	23,900	98	77	96	76	95	74

Percent male enrollment
0–44 percent	2,900	94	66	92	66	94	70
45–55 percent	38,200	98	76	95	72	94	69
More than 55 percent	6,300	99	71	96	67	91	66

Student-to-FTE ratio⁵
Less than 12 students	23,700	96	72	92	72	92	68
12–16 students	15,300	99	79	97	72	95	72
More than 16 students	8,500	100	75	98	67	97	65

Number of classroom changes⁶
0–3 changes	20,000	97	71	94	69	92	67
4–6 changes	21,800	99	76	96	72	95	70
More than 6 changes	5,700	96	80	91	74	94	70

Regular use of law enforcement⁷
Regular use	12,400	98	73	93	74	94	69
No regular use	35,100	98	75	95	70	93	69

Number of serious discipline problems⁸
No problems	35,700	98	76	94	74	94	70
1 problem	6,100	96	68	95	58	90	62
2 problems	3,400	100	78	96	72	98	71
3 or more problems	2,300	100	64	100	63	89	60

Transfers as a percentage of enrollment⁹
Less than 6 percent	7,700	100	74	96	77	96	76
6 to less than 11 percent	10,300	97	75	93	74	94	74
11 to less than 21 percent	12,600	96	72	91	70	91	65
21 percent or more	16,900	99	77	97	68	95	66

Prevalence of schoolwide disruptions¹⁰
No disruptions	45,600	98	74	94	71	93	68
Any disruptions	1,900	100	93	97	79	100	83

Percent of students absent on a daily basis
0–2 percent	5,900	96	65	91	65	93	66
3–5 percent	27,000	99	81	97	77	95	72
6–10 percent	11,100	96	65	92	64	89	65
More than 10 percent	3,400	98	73	91	63	98	64

Prevalence of violent incidents¹¹
No violent incidents	15,500	98	77	95	79	92	72
Any violent incidents	32,000	98	74	94	67	94	67
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 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."
⁴ Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
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 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?"
⁸ 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.
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 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. 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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