Table 23. Percentage of public elementary 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 2009

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Table 23. Percentage of public elementary 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 2009–10


			Percentage of schools with specified types of crisis response plans
School characteristic	Percentage of schools with a written plan for responding to at least one crisis situation		Shootings	Natural disasters¹	Hostages	Bomb threats or incidents	Chemical, biological, or radiological threats or incidents²	Suicide threat or incident	The U.S. national threat level is changed to Red (Severe Risk of Terrorist Attack) by the Department of Homeland Security	Pandemic flu
All public elementary schools	98.9		80.6	95.1	72.4	92.4	69.3	69.9	42.5	67.1

Enrollment size³
Less than 300	96.9		79.9	93.7	74.9	90.9	62.6	67.9	40.1	61.0
300–499	100.0	³	79.2	96.4	70.2	94.3	69.8	71.4	44.8	71.8
500–999	99.1		82.9	94.5	73.1	92.2	73.1	69.9	42.0	66.7
1,000 or more	96.4		76.3	96.4	68.8	80.0	68.4	66.5	35.2	57.4

Urbanicity
City	98.5		79.4	93.6	72.2	92.5	66.4	70.3	42.7	65.9
Suburb	98.9		78.9	93.4	69.5	91.3	70.3	66.5	45.8	67.7
Town	100.0	³	82.1	98.9	73.8	94.9	67.6	67.3	36.1	66.4
Rural	98.7		83.4	96.8	75.1	92.4	72.3	74.9	41.4	67.9

Crime level where students live⁴
High	98.2		81.8	94.5	71.7	91.4	56.5	62.2	43.4	68.1
Moderate	99.1		78.7	94.9	65.6	89.4	67.8	70.2	43.8	64.4
Low	98.6		80.3	95.0	74.3	92.8	69.6	70.6	41.3	67.4
Mixed	100.0	³	85.7	96.6	77.1	97.4	79.2	70.8	44.9	70.6

Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/ Alaska Native students
Less than 5 percent	100.0	³	83.2	97.7	73.1	94.7	76.5	82.1	45.5	70.8
5 to less than 20 percent	98.0		80.5	95.4	69.9	92.3	62.9	69.2	35.2	66.4
20 to less than 50 percent	99.7		83.6	93.0	79.0	94.7	76.2	71.5	46.0	75.3
50 percent or more	98.5		78.1	95.4	69.5	90.4	66.9	65.7	43.9	61.2

Percent of students eligible for free or reduced-price lunch
0–20 percent	99.3		76.7	95.3	67.7	91.1	70.1	73.5	43.6	72.0
21–50 percent	99.3		80.1	94.4	76.6	94.1	77.5	72.7	45.3	72.1
More than 50 percent	98.5		82.1	95.3	71.6	92.0	65.1	67.6	40.7	63.2

Percent of students below 15th percentile on standardized tests
0–5 percent	99.3		79.7	96.0	75.2	93.2	76.2	71.1	47.0	70.7
6–15 percent	98.4		80.8	95.4	72.4	91.5	66.3	72.5	36.9	68.8
More than 15 percent	98.8		82.1	93.1	67.2	92.5	61.5	63.9	42.8	57.9

Percent of students likely to attend college
0–35 percent	97.4		79.6	95.6	70.9	88.1	67.8	67.5	35.9	62.8
36–60 percent	99.3		78.5	94.1	73.0	93.2	62.1	66.3	40.1	61.1
More than 60 percent	99.3		82.4	95.4	72.7	94.1	74.2	73.2	47.0	72.5

Percent of students who consider academic achievement important
0–25 percent	94.9		82.0	94.9	70.0	86.7	64.0	64.7	41.8	47.9
26–50 percent	100.0	³	77.0	96.6	74.5	91.3	60.5	71.2	37.8	62.3
51–75 percent	98.8		78.7	93.9	70.1	94.2	70.4	67.1	40.7	68.2
More than 75 percent	99.0		82.3	95.3	73.2	92.4	71.2	71.5	44.3	69.4

Percent male enrollment
0–44 percent	100.0	³	77.6	98.5	71.7	89.8	63.8	69.5	48.2	55.8
45–55 percent	98.8		81.1	94.9	73.3	93.9	70.3	70.2	41.4	67.6
More than 55 percent	98.0		79.9	93.5	66.7	84.4	67.7	68.7	45.4	72.7

Student-to-FTE ratio⁵
Less than 12 students	94.1		75.9	91.7	72.1	89.2	73.2	74.9	48.1	68.4
12–16 students	99.1		81.4	94.8	74.9	95.5	67.3	70.6	43.6	68.2
More than 16 students	99.8		81.2	96.2	70.2	90.7	70.1	68.1	40.1	65.8

Number of classroom changes^⁶
0–3 changes	97.7		78.6	94.7	68.2	91.7	69.8	71.1	43.9	65.5
4–6 changes	99.4		82.1	95.7	75.3	92.4	70.9	69.2	43.2	67.2
More than 6 changes	100.0	³	80.7	94.0	72.4	94.1	63.3	69.6	36.4	70.3

Regular use of law enforcement ⁷
Regular use	99.6		82.2	92.3	75.0	95.0	69.3	74.7	44.5	68.1
No regular use	98.6		80.0	96.2	71.3	91.5	69.4	68.1	41.7	66.7

Number of serious discipline problems⁸
No problems	98.8		80.6	96.0	72.2	93.4	71.2	69.6	43.2	66.7
1 problem	98.4		80.8	91.5	72.8	91.2	65.8	70.8	43.0	71.1
2 problems	100.0	³	86.3	92.4	78.6	83.1	61.4	80.4	37.5	64.8
3 or more problems	100.0	³	75.6	92.4	67.3	86.6	53.7	63.0	29.3	61.0

Transfers as a percentage of enrollment^{^⁹}
Less than 6 percent	97.6		81.7	92.8	67.7	91.4	68.2	70.5	43.7	68.6
6 to less than 11 percent	99.5		77.2	95.8	71.3	92.6	67.2	67.4	41.2	66.4
11 to less than 21 percent	98.8		82.4	94.7	74.6	94.4	71.6	68.3	39.7	69.3
21 percent or more	99.6		80.8	96.8	75.3	91.6	70.0	72.6	44.6	64.4

Prevalence of schoolwide disruptions¹⁰
No disruptions	98.8		80.8	95.0	72.9	92.6	69.7	70.4	42.2	67.0
Any disruptions	100.0	³	77.9	97.0	58.4	89.1	61.9	59.1	49.0	69.2

Percent of students absent on a daily basis
0–2 percent	93.7		65.2	89.0	56.1	77.0	46.8	56.6	28.5	64.9
3–5 percent	99.5		83.6	96.4	76.2	94.6	75.8	72.8	44.0	68.6
6–10 percent	98.5		78.1	93.1	65.1	90.2	59.1	64.6	40.6	64.0
More than 10 percent	100.0	³	74.9	96.5	84.4	100.03	67.1	82.2	55.8	63.9

Prevalence of violent incidents¹¹
No violent incidents	97.7		78.7	95.5	70.5	92.9	70.6	71.8	45.3	65.2
Any violent incidents	99.5		81.7	94.9	73.4	92.2	68.7	68.9	40.9	68.1
¹Examples of natural disasters provided to respondents were earthquakes or tornadoes.
²Examples of chemical, biological, or radiological threats or incidents provided to respondents were the release of mustard gas, anthrax, smallpox, or radioactive materials.
³Rounds to 100.
⁴Respondents 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."
⁵Student-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.
⁶Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁷Respondents 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?"
⁸Serious 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.
⁹Transfers 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.
¹⁰Schoolwide 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.
¹¹Violent 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; chemical, biological, or radiological threats or incidents; suicide threat or incident; U.S. national threat level changed to red; or pandemic flu. Detail may not sum to totals because schools may have reported more than one of the practices. 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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