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Table 23.  Number and percentage of public middle schools with a written plan for crisis, and percent of schools with specified types of crisis plan components, by selected school characteristics: 1999–2000


School characteristic Schools with written plan   Specific crisis plan components
Number of schools Percent of schools Shootings Riots or large-scale fights Schoolwide threats1 Natural disasters2 Hostages
All public middle schools 14,862 97   8270 93 92 68
 
Enrollment size
Less than 300 2,587 94   7455 85 89 50
300–499 3,209 96   8064 93 93 69
500–999 7,150 98   8575 95 94 76
1,000 or more1,917 98   8479 94 89 64
 
Urbanicity
City 3,259 95   8477 93 90 74
Urban fringe 5,247 97   8273 94 90 68
Town 2,438 99   8866 96 99 73
Rural 3,918 95   7661 88 93 61
 
Crime level where students
live3
High 671 89   6959 87 74 50
Moderate 2,498 97   8270 92 93 69
Low 9,607 97   8268 93 93 68
Mixed 1,987 97   8478 92 95 73
 
Percent minority enrollment3
0–5 percent 4,170 95   8164 92 93 66
6–20 percent 3,818 97   8470 93 95 71
21–50 percent 3,450 99   8473 96 95 71
More than 50 percent 3,277 95   7771 90 86 63
 
Percent of students eligible for
free/reduced-price lunch
0–20 percent 4,545 97   8269 93 93 71
21–50 percent 6,202 97   8369 95 95 69
More than 50 percent 4,115 95   8070 90 88 63
 
Percent of students below 15th
percentile on standardized tests
0–5 percent 4,160 97   8270 96 93 70
6–15 percent 6,463 97   8269 92 93 69
More than 15 percent 4,239 95   8171 91 91 65
 
Percent of students likely to
attend college
0–35 percent 4,188 97   8368 92 94 64
36–60 percent 5,432 96   7866 91 91 65
More than 60 percent 5,242 97   8474 94 93 75
 
Percent of students who consider
academic achievement important
0–25 percent 1,573 96   8267 90 92 68
26–50 percent 3,184 96   7761 89 91 60
51–75 percent 5,005 97   8271 93 94 70
More than 75 percent 5,100 97   8475 95 92 71
 
Percent male enrollment
0–44 percent 1,941 94   8070 89 86 71
45–55 percent 11,658 97   8270 93 93 68
More than 55 percent 1,263 96   7864 90 93 64
 
Student/teacher ratio3,4
Less than 12 4,587 98   8168 94 93 67
12–16 5,429 95   8271 93 92 69
More than 16 4,141 97   8270 92 93 67
 
Number of classroom changes3
0–3 changes 943 98   8974 94 88 63
4–6 changes 5,292 96   8170 92 94 70
More than 6 changes 6,903 96   8068 91 90 67
 
Use of paid law enforcement5
Regular use 10,209 97   8473 95 93 72
No regular use 4,653 95   7663 88 91 61
 
Number of serious discipline
problems6
No problems 5,196 94   7865 88 92 64
1 problem 3,612 96   8370 93 92 74
2 problems 2,324 100   8775 96 96 68
3 or more problems 3,730 98   8272 97 91 69
 
Transfers as percentage of
enrollment3,7
0 to 6 percent 3,725 96   7666 91 90 67
6 to 11 percent 3,273 96   8066 89 92 63
11 to 21 percent 3,574 96   8371 93 93 67
21 percent or more 3,866 97   8573 96 94 72
 
Prevalence of schoolwide
disruptions3,8
No disruptions 11,464 96   8168 91 92 68
Any disruptions 2,461 99   8475 98 94 66
 
Percent of students absent
without excuses
None 2,679 96   8272 93 94 70
1–2 percent 6,110 97   8064 91 93 65
3–5 percent 3,552 97   8275 94 92 68
6–10 percent 1,987 95   8373 92 90 72
More than 10 percent 534 100   8882 97 85 74
 
Prevalence of violent
incidents3,9
No violent incidents 1,802 93   7661 82 86 58
Any violent incidents 12,847 97   8271 94 93 70
1 Bomb scares, anthrax scares, or comparable schoolwide threats (not including fire).
2 For example, earthquakes or tornadoes.
3 Some schools are omitted from these categories because of missing data on their school characteristics. For this reason, the detailed results do not sum to the totals. See appendix J of 2000 School Survey on Crime and Safety (SSOCS) Detailed Data Documentation (NCES 2004-307) for further information.
4 Student/teacher ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time equivalent teachers. The total number of full-time equivalent teachers is a combination of the full-time and part-time teachers, including special education teachers, with an adjustment to compensate for the part-time status.
5 Schools were included as regularly using paid law enforcement if they reported the use of paid law enforcement during any of the following times: at any time during school hours, while students were arriving or leaving, at selected school activities (e.g., athletic and social events, open houses, science fairs), or at any other time that the respondent specified.
6 Serious discipline problems is a count of discipline problems reported by principals. These discipline problems include student racial tensions, student bullying, student verbal abuse of teachers, widespread disorder in classrooms, and student acts of disrespect for teachers. If a principal 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. Undesirable gang activities and undesirable cult or extremist group activities were also counted once as a problem if the principal reported that these events occurred at all in their school.
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 Schoolwide disruptions include actions that disrupted school activities such as bomb threats or anthrax threats. Respondents were instructed to exclude all fire alarms, including false alarms.
9 Violent incidents include 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: Detail may not sum to totals because of rounding. "At school/at your school" was defined for respondents as including activities happening in school buildings, on school grounds, on school buses, and at places that are holding school-sponsored events or activities. Respondents were instructed to, unless the survey specified otherwise, only respond for those times that were during normal school hours or when school activities/events were in session. A gang was defined for respondents as, "an ongoing loosely organized association of three or more persons, whether formal or informal, that has a common name, signs, symbols or colors, whose members engage, either individually or collectively, in violent or other forms of illegal behavior." 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.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2000.


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