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Table 7.  Number and percentage of public high schools reporting disruptions at 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 2005–06

  Disruptions from death threats, bomb threats, or chemical, biological, or radiological threats
School characteristic  Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students
All public schools  1,570   13   3,000   #
               
Enrollment size               
Less than 300       
300–499  110 ! 7 !  
500–999  280   10   540   #
1,000 or more  1,100   22   2,090   #
               
Urbanicity               
City  460   18   930   #
Urban fringe  620   16   1,060   #
Town  190   12   350 ! #
Rural  310   8   660 ! #
               
Crime level where
students live1 
             
High  190   30   360   #
Moderate  330   15   750   #
Low  730   10   1,350   #
Mixed  310   19   550   #
               
Percent minority
enrollment2 
             
Less than 5 percent  240   10   390 ! #
5 to less than 20 percent  360   10   620   #
20 to less than 50 percent  360   14   660   #
50 percent or more  570   20   1,270   #
               
Percent of students
eligible for free or
reduced-price lunch 
             
0–20 percent  360   10   740   #
21–50 percent  750   15   1,350   #
More than 50 percent  470   15   920   #
               
Percent of students
below 15th percentile on
standardized tests 
             
0–5 percent  420   11   990   #
6–15 percent  660   13   1,070   #
More than 15 percent  490   16   930   #
               
Percent of students likely
to attend college 
             
0–35 percent  310   15   650   #
36–60 percent  500   14   800   #
More than 60 percent  760   13   1,540   #
               
Percent of students who consider
academic achievement important 
             
0–25 percent  120 ! 12 ! 250 ! #
26–50 percent  280   13   790   #
51–75 percent  580   15   820   #
More than 75 percent  590   13   1,140   #
               
Percent male enrollment               
0–44 percent  150   20   280   #
45–55 percent  1,260   13   2,440   #
More than 55 percent  160   16   280 ! #
               
Student-to-FTE ratio3               
Less than 12 students  580   12   1,270   #
12–16 students  540   13   1,020   #
More than 16 students  450   17   710   #
               
Number of classroom
changes4 
             
0–3 changes  90 ! 13 ! 140 ! #
4–6 changes  890   15   1,670   #
More than 6 changes  600   11   1,190   #
               
Regular use of law
enforcement5 
             
Regular use  1,370   16   2,680   #
No regular use  200   7   320 ! #
               
Number of serious
discipline problems6 
             
No problems  570   8   910   #
1 problem  330   17   770   #
2 problems  300   24   500   #
3 or more problems  370   24   810   #
               
Transfers as a percentage
of enrollment7 
             
Less than 6 percent  190   7   320 ! #
6 to less than 11 percent  290   12   440   #
11 to less than 21 percent  480   16   800   #
21 percent or more  610   17   1,430   #
               
Percent of students
absent on a daily basis 
             
0–2 percent       
3–5 percent  550   12   1,090   #
6–10 percent  690   13   1,190   #
More than 10 percent  310   24   680   #
               
Prevalence of violent incidents8               
No violent incidents       
Any violent incidents  1,550   14   2,960   #
# Rounds to zero.
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
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 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
3 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.
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 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?"
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 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: "At school" was defined for respondents to include activities happening in school buildings, on school grounds, on school buses, and at places that hold school-sponsored events or activities. 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. High schools are defined as schools in which the lowest grade is not lower than grade 9 and the highest grade is not higher than grade 12.
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