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Table 23.  Number and percentage of public middle 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  15,460 99   84 97 75 97 74
                 
Enrollment size                 
Less than 300  2,820 99   79 97 71 93 74
300–499  3,120 99   85 96 79 99 74
500–999  7,120 99   85 97 75 97 74
1,000 or more  2,390 100   88 95 78 99 73
                 
Urbanicity                 
City  3,590 99   83 94 73 98 74
Urban fringe  5,710 99   86 97 77 96 76
Town  1,960 100   93 96 78 99 73
Rural  4,200 100   79 99 75 95 71
                 
Crime level where students live3                 
High  1,190 100   82 97 75 97 70
Moderate  2,980 99   88 98 74 95 72
Low  8,650 99   83 97 75 97 73
Mixed  2,640 100   86 95 80 97 79
                 
Percent minority enrollment4                 
Less than 5 percent  2,710 99   78 98 77 98 72
5 to less than 20 percent  4,010 99   87 95 78 96 76
20 to less than 50 percent  3,710 100   86 98 74 98 79
50 percent or more  4,620 100   84 96 73 96 70
                 
Percent of students
eligible for free or
reduced-price lunch 
               
0–20 percent  3,700 98   82 96 74 96 78
21–50 percent  5,670 100   87 97 79 98 76
More than 50 percent  6,080 100   83 96 73 95 70
                 
Percent of students below 15th
percentile on standardized tests 
               
0–5 percent  4,580 98   83 96 78 97 78
6–15 percent  6,480 100   85 96 73 97 71
More than 15 percent  4,400 100   84 98 77 97 74
                 
Percent of students likely
to attend college 
               
0–35 percent  4,340 100   85 98 75 96 71
36–60 percent  5,040 100   88 98 77 97 75
More than 60 percent  6,080 99   81 95 75 97 75
                 
Percent of students who consider
academic achievement important 
               
0–25 percent  1,420 100   85 96 80 97 79
26–50 percent  3,860 100   86 98 75 98 72
51–75 percent  4,700 100   87 97 77 96 72
More than 75 percent  5,480 98   80 95 74 96 75
                 
Percent male enrollment                 
0–44 percent  930 100   75 95 61 92 70
45–55 percent  13,330 100   85 97 76 97 74
More than 55 percent  1,200 98   85 96 77 98 74
                 
Student-to-FTE ratio5                 
Less than 12 students  7,400 99   83 97 76 97 77
12–16 students  5,870 99   84 96 75 97 70
More than 16 students  2,190 100   87 94 76 95 71
                 
Number of classroom changes6                 
0–3 changes  610 100   85 93 83 100 62
4–6 changes  5,800 100   85 98 74 97 72
More than 6 changes  9,040 99   84 96 76 96 76
                 
Regular use of law enforcement7                 
Regular use  9,890 100   87 96 77 97 76
No regular use  5,570 99   80 97 72 96 70
                 
Number of serious
discipline problems8 
               
No problems  7,050 99   83 97 77 96 75
1 problem  3,980 99   87 94 74 97 76
2 problems  1,890 100   85 98 75 98 72
3 or more problems  2,540 100   84 97 73 98 68
                 
Transfers as a percentage
of enrollment9 
               
Less than 6 percent  2,970 99   79 96 69 96 75
6 to less than 11 percent  2,920 98   84 97 75 94 67
11 to less than 21 percent  4,950 100   85 97 75 97 80
21 percent or more  4,620 100   87 97 81 98 72
                 
Prevalence of schoolwide
disruptions10 
               
No disruptions  14,030 99   84 97 76 97 74
Any disruptions  1,430 100   85 97 72 99 75
                 
Percent of students
absent on a daily basis 
               
0–2 percent  860 98   81 96 73 93 74
3–5 percent  8,570 99   86 97 78 97 76
6–10 percent  5,280 99   83 95 74 96 70
More than 10 percent  760 100   76 98 60 94 73
                 
Prevalence of violent incidents11                 
No violent incidents  850 98   79 95 75 93 70
Any violent incidents  14,610 100   85 97 75 97 74
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. 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 (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