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Table 24.  Number and percentage of public high 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  10,190   88   45   81   40   56   33  
                             
Enrollment size                             
Less than 300  1,800   86   36   79   29   41   30  
300–499  1,310   85   27   82   29   52   25  
500–999  2,440   86   42   78   37   47   25  
1,000 or more  4,640   92   54   84   49   68   41  
                             
Urbanicity                             
City  2,220   91   53   83   48   73   50  
Urban fringe  3,210   85   47   77   44   60   33  
Town  1,400   94   35   86   34   51   20  
Rural  3,360   88   41   82   33   43   25  
                             
Crime level where students live3                             
High  580   90   47   84   52   76   62  
Moderate  2,030   89   49   81   43   66   39  
Low  6,150   88   42   82   37   50   26  
Mixed  1,440   89   49   80   45   61   41  
                             
Percent minority enrollment4                             
Less than 5 percent  2,150   87   36   82   31   38   23  
5 to less than 20 percent  2,890   86   48   81   41   56   26  
20 to less than 50 percent  2,330   90   43   85   42   57   32  
50 percent or more  2,500   89   50   77   45   69   47  
                             
Percent of students
eligible for free or
reduced-price lunch 
                           
0–20 percent  3,050   83   45   79   40   52   29  
21–50 percent  4,390   91   45   84   41   56   31  
More than 50 percent  2,750   89   44   80   39   61   40  
                             
Percent of students below 15th
percentile on standardized tests 
                           
0–5 percent  3,120   85   46   78   42   58   31  
6–15 percent  4,390   90   41   84   38   52   29  
More than 15 percent  2,690   90   48   81   40   59   40  
                             
Percent of students likely
to attend college 
                           
0–35 percent  1,810   87   44   81   40   52   37  
36–60 percent  3,150   90   42   84   39   54   29  
More than 60 percent  5,230   88   46   80   41   58   33  
                             
Percent of students who consider
academic achievement important 
                           
0–25 percent  810   87   38   83   39   45   34  
26–50 percent  1,940   87   43   79   35   53   30  
51–75 percent  3,450   91   41   83   38   56   31  
More than 75 percent  3,990   87   50   81   44   60   35  
                             
Percent male enrollment                             
0–44 percent  640   88   44   79   45   60   26  
45–55 percent  8,650   88   46   81   40   55   31  
More than 55 percent  900   89   30   85   35   61   51  
                             
Student-to-FTE ratio5                             
Less than 12 students  4,140   84   40   76   35   49   28  
12–16 students  3,660   90   42   85   39   57   32  
More than 16 students  2,390   93   58   86   52   67   42  
                             
Number of classroom changes6                             
0–3 changes  520   76   39   81   33   57   26 !
4–6 changes  5,200   90   49   83   41   60   37  
More than 6 changes  4,480   88   40   79   40   52   29  
                             
Regular use of law enforcement7                             
Regular use  7,820   89   47   83   42   62   34  
No regular use  2,380   85   36   78   34   38   27  
                             
Number of serious
discipline problems8 
                           
No problems  6,010   88   45   82   41   58   32  
1 problem  1,710   89   39   84   37   46   29  
2 problems  1,060   84   47   80   39   61   36  
3 or more problems  1,410   91   48   77   39   55   38  
                             
Transfers as a percentage
of enrollment9 
                           
Less than 6 percent  2,270   90   48   85   47   55   33  
6 to less than 11 percent  2,220   91   49   86   36   61   36  
11 to less than 21 percent  2,640   86   39   78   35   48   23  
21 percent or more  3,060   87   44   79   43   60   39  
                             
Prevalence of schoolwide
disruptions10 
                           
No disruptions  8,670   87   43   82   39   52   31  
Any disruptions  1,520   97   56   78   48   83   41  
                             
Percent of students
absent on a daily basis 
                           
0–2 percent  410   93   48   86   49   56   35 !
3–5 percent  3,980   87   40   80   35   51   27  
6–10 percent  4,650   88   47   82   43   58   34  
More than 10 percent  1,160   92   52   82   45   68   48  
                             
Prevalence of violent incidents11                             
No violent incidents  470   83   55   79   32 ! 60   27 !
Any violent incidents  9,730   89   44   82   40   56   33  
! 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. 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