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Table 23.  Number and percentage of public high 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  11,550 99   87 95 77 97 72
                 
Enrollment size                 
Less than 300  2,100 99   78 96 66 94 65
300–499  1,540 96   85 94 71 93 69
500–999  2,850 99   87 95 81 98 74
1,000 or more  5,070 100   91 96 81 98 74
                 
Urbanicity                 
City  2,430 98   84 93 76 96 75
Urban fringe  3,790 100   90 95 82 98 77
Town  1,490 100   93 99 78 99 75
Rural  3,840 98   83 96 73 95 64
                 
Crime level where students live3                 
High  640 100   79 94 68 96 75
Moderate  2,280 100   89 96 73 99 71
Low  7,010 99   86 95 78 96 71
Mixed  1,620 98   91 96 85 98 75
                 
Percent minority enrollment4                 
Less than 5 percent  2,480 99   81 96 76 95 68
5 to less than 20 percent  3,350 98   87 93 74 96 69
20 to less than 50 percent  2,580 99   94 98 87 99 79
50 percent or more  2,800 99   84 95 73 96 73
                 
Percent of students
eligible for free or
reduced-price lunch 
               
0–20 percent  3,660 98   87 93 77 96 73
21–50 percent  4,800 100   88 96 78 97 72
More than 50 percent  3,090 98   86 97 76 96 70
                 
Percent of students below 15th
percentile on standardized tests 
               
0–5 percent  3,690 98   86 93 75 96 70
6–15 percent  4,870 99   89 96 78 96 73
More than 15 percent  3,000 100   85 97 78 98 72
                 
Percent of students likely
to attend college 
               
0–35 percent  2,090 99   84 97 75 96 71
36–60 percent  3,500 99   90 97 78 97 72
More than 60 percent  5,970 99   86 94 77 96 72
                 
Percent of students who consider
academic achievement important 
               
0–25 percent  930 97   83 97 76 96 65
26–50 percent  2,240 100   89 98 79 98 77
51–75 percent  3,800 99   86 96 74 96 66
More than 75 percent  4,580 98   87 94 79 96 75
                 
Percent male enrollment                 
0–44 percent  730 100   92 94 79 100 74
45–55 percent  9,800 99   87 95 77 96 72
More than 55 percent  1,020 100   84 99 75 99 69
                 
Student-to-FTE ratio5                 
Less than 12 students  4,910 98   85 94 75 95 72
12–16 students  4,060 100   89 96 82 98 72
More than 16 students  2,580 100   87 98 73 97 72
                 
Number of classroom changes6                 
0–3 changes  680 100   85 94 68 96 63
4–6 changes  5,760 99   90 96 81 98 75
More than 6 changes  5,120 98   84 95 74 95 69
                 
Regular use of law enforcement7                 
Regular use  8,760 100   90 96 81 98 74
No regular use  2,790 96   78 94 67 92 65
                 
Number of serious
discipline problems8 
               
No problems  6,810 99   88 95 80 96 73
1 problem  1,930 99   83 96 70 97 69
2 problems  1,260 98   82 92 73 94 69
3 or more problems  1,550 100   89 99 78 99 71
                 
Transfers as a percentage
of enrollment9 
               
Less than 6 percent  2,530 99   83 92 75 96 72
6 to less than 11 percent  2,430 98   86 96 75 94 67
11 to less than 21 percent  3,060 100   90 96 83 99 75
21 percent or more  3,530 98   88 97 75 96 73
                 
Prevalence of schoolwide
disruptions10 
               
No disruptions  9,980 99   87 95 77 96 71
Any disruptions  1,570 100   86 96 78 100 79
                 
Percent of students
absent on a daily basis 
               
0–2 percent  440 100   82 98 65 100 76
3–5 percent  4,560 99   89 96 79 97 74
6–10 percent  5,300 99   87 95 77 97 69
More than 10 percent  1,260 98   80 95 72 95 73
                 
Prevalence of violent incidents11                 
No violent incidents  570 100   72 94 58 93 69
Any violent incidents  10,990 99   88 96 78 97 72
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. 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