Skip Navigation
small NCES header image

Table 24.  Number and percentage of public middle schools with a written plan for responding to at least one crisis situation that drilled students on that plan, and the percentage of schools with specified types of crisis response plans that drilled students on that plan, by selected school characteristics: School year 2005–06
  Schools with a written plan for
responding to at least one crisis
that drilled students on that plan
  Percentage of schools with specified types of crisis
response plans that drilled students on that plan
School characteristic  Number   Percent   Shootings   Natural disasters1   Hostages   Bomb threats or incidents   Chemical, biological, or radio-
logical threats or incidents2
 
All public schools  14,080   91   52   88   45   60   40  
                             
Enrollment size                             
Less than 300  2,550   91   35   87   28   52   34  
300–499  2,700   87   45   82   39   52   32  
500–999  6,610   93   58   91   53   65   44  
1,000 or more  2,220   93   62   89   52   68   46  
                             
Urbanicity                             
City  3,420   95   59   90   56   69   50  
Urban fringe  5,280   92   59   90   48   64   42  
Town  1,800   92   44   86   36   52   28  
Rural  3,590   85   40   84   38   51   35  
                             
Crime level where students live3                             
High  1,070   90   59   84   55   67   52  
Moderate  2,810   94   53   91   45   68   43  
Low  7,660   89   49   86   42   55   38  
Mixed  2,550   97   57   92   52   65   39  
                             
Percent minority enrollment4                             
Less than 5 percent  2,370   87   36   84   30   46   28  
5 to less than 20 percent  3,600   90   51   85   44   56   36  
20 to less than 50 percent  3,490   94   55   93   48   64   40  
50 percent or more  4,260   92   57   87   52   69   52  
                             
Percent of students
eligible for free or
reduced-price lunch 
                           
0–20 percent  3,370   91   52   88   44   58   37  
21–50 percent  5,160   91   51   87   44   59   38  
More than 50 percent  5,550   91   53   88   48   64   45  
                             
Percent of students below 15th
percentile on standardized tests 
                           
0–5 percent  4,250   93   49   88   42   57   41  
6–15 percent  5,760   89   52   87   45   60   39  
More than 15 percent  4,070   93   55   88   49   64   42  
                             
Percent of students likely
to attend college 
                           
0–35 percent  3,870   89   51   87   46   59   38  
36–60 percent  4,600   91   54   88   49   65   49  
More than 60 percent  5,610   92   51   88   42   58   35  
                             
Percent of students who consider
academic achievement important 
                           
0–25 percent  1,230   87   50   85   44   55   33  
26–50 percent  3,490   90   45   88   39   56   37  
51–75 percent  4,140   88   53   84   45   58   39  
More than 75 percent  5,220   95   57   91   51   66   45  
                             
Percent male enrollment                             
0–44 percent  890   95   63   87   61   79   57  
45–55 percent  12,190   91   52   88   44   59   38  
More than 55 percent  1,010   84   48   81   48   62   47  
                             
Student-to-FTE ratio5                             
Less than 12 students  6,570   89   49   84   45   59   39  
12–16 students  5,440   93   53   91   46   62   41  
More than 16 students  2,070   94   58   93   46   61   45  
                             
Number of classroom changes6                             
0–3 changes  560   92   53   86   39   59   42 !
4–6 changes  5,340   92   58   88   51   65   47  
More than 6 changes  8,190   91   48   88   43   57   36  
                             
Regular use of law enforcement7                             
Regular use  9,030   91   57   87   50   63   42  
No regular use  5,060   91   43   89   36   55   36  
                             
Number of serious
discipline problems8 
                           
No problems  6,350   90   53   87   47   61   42  
1 problem  3,670   92   51   88   42   62   40  
2 problems  1,780   94   52   90   44   60   47  
3 or more problems  2,290   90   50   88   48   56   30  
                             
Transfers as a percentage
of enrollment9 
                           
Less than 6 percent  2,630   89   48   83   42   56   36  
6 to less than 11 percent  2,640   90   47   89   42   53   35  
11 to less than 21 percent  4,600   93   57   89   48   67   46  
21 percent or more  4,210   91   52   89   47   61   40  
                             
Prevalence of schoolwide
disruptions10 
                           
No disruptions  12,740   91   51   88   45   58   40  
Any disruptions  1,350   94   57   88   49   85   40  
                             
Percent of students
absent on a daily basis 
                           
0–2 percent  760   88   38   86   31   47   27  
3–5 percent  7,870   92   51   89   44   60   39  
6–10 percent  4,770   90   54   86   48   60   41  
More than 10 percent  690   91   69   87   68   76   59  
                             
Prevalence of violent incidents11                             
No violent incidents  800   94   60   87   43   68   43  
Any violent incidents  13,290   91   51   88   46   60   40  
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
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.


Would you like to help us improve our products and website by taking a short survey?

YES, I would like to take the survey

or

No Thanks

The survey consists of a few short questions and takes less than one minute to complete.
National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education