Table 7. Number and percentage of public elementary 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 2009

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Table 7. Number and percentage of public elementary 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 2009–10


	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 elementary schools	1,900		4.0		2,400		0.1

Enrollment size
Less than 300	600	!	4.9	!	800	!	0.3	!
300–499	700		3.6	!	800	!	0.1	!
500–999	700		3.6		700	!	0.1
1,000 or more	‡		‡		‡		‡

Urbanicity
City	500	!	3.4	!	‡		‡
Suburb	600	!	3.8	!	700	!	0.1	!
Town	‡		‡		400	!	‡
Rural	500	!	4.2	!	700	!	0.1	!

Crime level where students live¹
High	‡		‡		‡		‡
Moderate	900		7.5		1,100	!	0.2	!
Low	700	!	2.5	!	800	!	0.1
Mixed	300	!	4.9	!	‡		‡

Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students
Less than 5 percent	‡		‡		‡		‡
5 to less than 20 percent	500	!	3.8	!	600	!	0.1	!
20 to less than 50 percent	500	!	3.8	!	600	!	0.1	!
50 percent or more	700	!	3.8	!	900	!	0.1	!

Percent of students eligible for free or reduced-price lunch
0–20 percent	‡		‡		‡		‡
21–50 percent	500	!	3.7	!	600	!	0.1	!
More than 50 percent	1,300		4.8		1,700		0.1	!

Percent of students below 15th percentile on standardized tests
0–5 percent	700	!	3.6	!	900	!	0.1	!
6–15 percent	700		3.8	!	700	!	0.1	!
More than 15 percent	500	!	4.8	!	800	!	‡

Percent of students likely to attend college
0–35 percent	500	!	4.7	!	700	!	0.1	!
36–60 percent	600	!	4.1	!	700	!	0.1	!
More than 60 percent	800		3.5		1,000	!	0.1	!

Percent of students who consider academic achievement important
0–25 percent	‡		‡		‡		‡
26–50 percent	200	!	‡		‡		‡
51–75 percent	400	!	2.8	!	‡		‡
More than 75 percent	1,400		5.0		1,700		0.1	!

Percent male enrollment
0–44 percent	‡		‡		‡		‡
45–55 percent	1,500		3.9		1,900		0.1
More than 55 percent	‡		‡		‡		‡

Student-to-FTE ratio^²
Less than 12 students	400	!	6.6	!	400	!	0.2	!
12–16 students	600	!	3.2	!	800	!	0.1	!
More than 16 students	900		4.0		1,200		0.1	!

Number of classroom changes³
0–3 changes	500	!	3.1	!	800	!	0.1	!
4–6 changes	1,000		4.2		1,200		0.1	!
More than 6 changes	400	!	5.3	!	400	!	0.1	!

Regular use of law enforcement⁴
Regular use	‡		‡		‡		‡
No regular use	1,700		4.8		2,100		0.1	!

Number of serious discipline problems⁵
No problems	1,600		4.1		1,900		0.1
1 problem	‡		‡		‡		‡
2 problems	‡		‡		‡		‡
3 or more problems	‡		‡		‡		‡

Transfers as a percentage of enrollment^⁶
Less than 6 percent	500	!	3.9	!	500	!	0.1	!
6 to less than 11 percent	‡		‡		700	!	‡
11 to less than 21 percent	500	!	4.1	!	500	!	0.1	!
21 percent or more	600	!	4.5	!	800	!	0.1	!

Percent of students absent on a daily basis
0–2 percent	‡		‡		‡		‡
3–5 percent	1,200		3.9		1,500		0.1
6–10 percent	500	!	4.3	!	700	!	‡
More than 10 percent	‡		‡		‡		‡

Prevalence of violent incidents⁷
No violent incidents	400	!	2.2	!	500	!	0.1	!
Any violent incidents	1,600		4.9		1,900		0.1	!
#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 represents more than 50 percent of the estimate.
¹Respondents 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."
²Student-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.
³Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁴Respondents were asked, "During the 2009–10 school year, did you have any security guards, security personnel, or sworn law enforcement officers present at your school at least once a week?"
⁵Serious discipline problems include student racial/ethnic tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers other than verbal abuse, 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.
⁶Transfers 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.
⁷Violent 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. Elementary schools are defined as schools in which the lowest grade is not higher than grade 3 & the highest grade is not higher than grade 8. Race categories exclude persons of Hispanic ethnicity.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics (NCES), 2009–10 School Survey on Crime and Safety (SSOCS).

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