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Table 7.  Number and percentage of public high schools reporting disruptions from 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 2003–04


School characteristic Disruptions from death threats, bomb threats, or
chemical, biological or radiological threats
Number of
schools
Percent of
schools
Number of
incidents
Rate per
1,000
students
All public schools  1,631 15 4,656 0.4
         
Enrollment size         
Less than 300  # # # #
300–499  202 13 343 0.5
500–999  442 16 1,103 0.5
1,000 or more  987 20 3,210 0.4
         
Urbanicity         
City  526 22 2,293 0.7
Urban fringe  622 18 1,380 0.3
Town  230 13 544 0.4
Rural  252 8 439 0.2
         
Crime level where
students live1 
       
High  219 39 1,020 1.4
Moderate  399 18 1,797 0.7
Low  757 12 1,423 0.2
Mixed  255 16 416 0.2
         
Percent minority
enrollment2 
       
Less than 5 percent  192 8 337 0.2
5 to 20 percent  342 12 632 0.2
20 to 50 percent  453 18 787 0.3
50 percent or more  610 22 2,817 0.8
         
Percent of students
eligible for free or
reduced-price lunch 
       
0–20 percent  491 13 1,010 0.2
21–50 percent  664 15 1,131 0.3
More than 50 percent  476 19 2,515 1.0
         
Percent of students
below 15th percentile
on standardized tests 
       
0–5 percent  437 15 1,041 0.3
6–15 percent  622 13 1,526 0.3
More than 15 percent  571 19 2,088 0.6
         
Percent of students likely
to attend college 
       
0–35 percent  402 19 1,488 0.7
36–60 percent  485 15 1,525 0.5
More than 60 percent  743 13 1,643 0.3
         
Percent of students who
consider academic
achievement important 
       
0–25 percent  40 4 101 0.1
26–50 percent  418 19 1,838 0.9
51–75 percent  632 18 1,613 0.4
More than 75 percent  542 13 1,103 0.2
         
Percent male enrollment         
0–44 percent  210 23 961 1.2
45–55 percent  1,310 14 3,521 0.3
More than 55 percent  111 13 174 0.3
         
Student-to-teacher ratio3         
Less than 12 students  573 14 1,355 0.5
12–16 students  719 18 2,243 0.5
More than 16 students  338 13 1,058 0.3
         
Number of classroom
changes4 
       
0–3 changes  47 9 65 0.1
4–6 changes  956 18 2,997 0.5
More than 6 changes  628 12 1,593 0.3
         
Regular use of law
enforcement5 
       
Regular use  1,452 19 4,355 0.4
No regular use  178 6 301 0.2
         
Number of serious
discipline problems6 
       
No problems  879 13 2,065 0.3
1 problem  240 15 716 0.4
2 problems  160 13 526 0.4
3 or more problems  351 29 1,349 0.7
         
Transfers as a percentage
of enrollment7 
       
0 to 6 percent  284 11 677 0.3
6 to 11 percent  241 11 1,162 0.6
11 to 21 percent  527 16 1,235 0.3
21 percent or more  579 22 1,582 0.5
         
Percent of students
absent on a daily basis 
       
0–2 percent  77 11 182 0.4
3–5 percent  543 13 975 0.2
6–10 percent  730 15 1,867 0.3
More than 10 percent  281 22 1,633 1.3
         
Prevalence of violent incidents8         
No violent incidents  # # # #
Any violent incidents  1,631 16 4,656 0.4
# Rounds to zero.
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 These estimates exclude data from Tennessee because schools in this state did not report estimates of student race.
3 Student-to-teacher 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 2003–2004 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school on a regular basis?"
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, 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. Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school.
SOURCE: U.S. Department of Education, National Center for Education Statistics, School Survey on Crime and Safety (SSOCS), 2004.


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