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Table 07.  Number and percentage of public high schools reporting disruptions at school from unplanned fire alarms, 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 2015–16
      Total disruptions   Disruptions from unplanned fire alarms   Disruptions from death threats, bomb threats, or chemical, biological, or radiological threats  
School characteristic Total number of schools   Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students   Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students   Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students  
All public high schools  12,800   5,600   43.5   13,100   1.0   4,800   37.5   10,200   0.8   1,900   14.9   2,900   0.2  
                                                     
Enrollment size                                                     
Less than 300  2,300   700   28.1   1,200   1.8   500   22.9   900   1.4   200 ! 10.5 ! 300 ! 0.4 !
300–499  2,000   500   22.9   900   1.1   400   20.2   800   0.9     6.3 ! 200 ! 0.2 !
500–999  3,100   1,400   44.4   2,800   1.2   1,200   39.4   2,100   0.9   400   13.1   700   0.3  
1,000 or more  5,300   3,100   57.5   8,100   0.9   2,600   49.3   6,300   0.7   1,100   21.0   1,800   0.2  
                                                     
Locale                                                    
City  3,300   1,600   49.5   4,600   1.2   1,500   43.6   3,600   1.0   600   18.8   1,000   0.3  
Suburb 3,900   1,900   47.1   4,500   0.8   1,600   41.0   3,500   0.6   600   15.5   1,100   0.2  
Town  2,100   700   34.9   1,600   1.1   700   32.8   1,300   0.8   300   12.0   400   0.2 !
Rural  3,400   1,300   38.8   2,400   1.2   1,000   30.3   1,800   0.9   400   12.0   600   0.3  
                                                     
Crime level where
students live1
                                                   
High  1,400   700   50.2   2,300   1.8   600   42.7   1,800   1.4   300 ! 21.8   500   0.4  
Moderate  2,800   1,400   48.7   3,800   1.3   1,200   42.8   2,800   0.9   500   18.4   900   0.3  
Low  6,800   2,600   38.6   5,300   0.8   2,300   33.2   4,200   0.6   800   12.1   1,200   0.2  
Mixed  1,700   900   49.1   1,700   0.9   700   41.5   1,400   0.7   300   14.5   400   0.2  
                                                     
Percent combined enrollment of
Black, Hispanic, Asian, Pacific
Islander, and American Indian/
Alaska Native students, and
students of Two or more races
                                                   
Less than 5 percent  900   300   28.7   400 ! 0.9   200 ! 26.7   300 ! 0.6          
5 to less than 20 percent  3,500   1,300   36.7   2,500   0.9   1,100   30.8   1,900   0.6   400   11.4   600   0.2  
20 to less than 50 percent  3,300   1,600   48.2   3,200   0.9   1,300   41.2   2,400   0.7   600   18.2   800   0.2  
50 percent or more  5,100   2,400   47.8   7,000   1.2   2,100   41.6   5,600   0.9   900   17.0   1,500   0.2  
                                                     
Percent of students eligible for
free or reduced-price lunch
                                                   
0–25 percent  2,400   1,100   44.6   2,100   0.7   900   37.4   1,600   0.5   400   15.6   500   0.2  
26–50 percent  4,100   1,700   40.8   3,400   0.8   1,400   34.8   2,600   0.7   500   13.2   700   0.2  
50–75 percent  3,400   1,600   46.3   3,600   1.1   1,400   40.3   2,700   0.8   600   17.0   900   0.3  
More than 75 percent  2,900   1,200   43.2   4,100   1.6   1,100   38.2   3,200   1.3   400   14.2   800   0.3  
                                                     
Percent of students below 15th
percentile on standardized tests
                                                   
0–5 percent  3,600   1,500   40.8   3,000   0.8   1,300   35.1   2,300   0.6   500   12.9   700   0.2  
6–15 percent  4,800   2,000   41.8   4,300   0.9   1,700   34.8   3,400   0.7   600   13.1   900   0.2  
More than 15 percent  4,300   2,100   47.6   5,800   1.4   1,800   42.5   4,500   1.0   800   18.5   1,300   0.3  
                                                     
Percent of students likely
to attend college
                                                   
0–35 percent  2,300   1,100   47.3   3,100   1.6   900   40.9   2,400   1.3   400   18.7   700 ! 0.4  
36–60 percent  3,300   1,600   47.9   3,400   1.0   1,400   42.4   2,600   0.8   500   15.0   700   0.2  
More than 60 percent  7,300   2,900   40.3   6,700   0.9   2,500   34.2   5,200   0.7   1,000   13.6   1,500   0.2  
                                                     
Percent of students who consider
academic achievement
very important
                                                   
0–25 percent  700   400   54.3   800 ! 2.1   300 ! 49.4   600 ! 1.6   200 ! 23.2 ! 200 ! 0.6 !
26–50 percent  2,100   800   41.0   2,200   1.1   700   36.2   1,800   0.9   300   13.8   500   0.2 !
51–75 percent  4,000   1,800   45.0   3,800   1.1   1,400   35.3   2,800   0.8   700   17.5   1,100   0.3  
More than 75 percent  6,100   2,600   42.2   6,300   0.9   2,300   38.0   5,100   0.7   800   12.5   1,200   0.2  
                                                     
Percent male enrollment                                                     
0–44 percent  1,000   400   44.5   1,000 ! 1.5   400   42.7   900 ! 1.3   100 ! 7.2 ! 200 !  
45–55 percent  10,500   4,600   43.8   10,800   1.0   3,900   37.5   8,300   0.7   1,700   16.0   2,500   0.2  
More than 55 percent  1,300   500   39.9   1,200   1.3   400   33.7   1,000   1.0   100 ! 11.3 ! 300 ! 0.3 !
                                                     
Student-to-FTE ratio2                                                    
Less than 12 students  1,400   500   36.3   1,000 ! 1.6   400   27.6   700 ! 1.1 ! 200 ! 15.0 ! 300 ! 0.4 !
12–16 students  3,900   1,500   38.3   2,800   0.8   1,300   33.4   2,100   0.6   400   11.1   700   0.2  
More than 16 students  7,500   3,600   47.5   9,300   1.1   3,100   41.4   7,400   0.8   1,300   16.8   1,900   0.2  
                                                     
Number of classroom
changes3
                                                   
0–3 changes  500   300   49.5   600 ! 1.1   200 ! 45.3   600 ! 1.0   100   10.6 ! 100 ! 0.1 !
4–6 changes  5,700   2,700   47.7   6,600   1.1   2,300   40.2   5,000   0.8   1,000   18.3   1,600   0.3  
More than 6 changes  6,600   2,600   39.4   5,900   1.0   2,300   34.5   4,600   0.8   800   12.2   1,300   0.2  
                                                     
Regular use of
security staff4
                                                   
Regular use  10,300   4,900   47.5   12,100   1.0   4,300   41.7   9,500   0.8   1,600   15.7   2,600   0.2  
No regular use  2,400   600   26.5   1,000   1.0   500   19.7   700   0.7   300   11.1   300 ! 0.3 !
                                                     
Number of serious
discipline problems5
                                                   
No problems  9,600   3,700   38.6   8,600   0.9   3,200   33.6   6,800   0.7   1,100   11.5   1,800   0.2  
1 problem  1,800   1,000   55.3   2,500   1.2   900   48.2   1,900   0.9   400   21.5   600   0.3  
2 problems  600   300 ! 51.4   700 ! 1.0 ! 300 ! 49.5   600 ! 0.8     20.4 !   0.2 !
3 or more problems  800   500   69.9   1,300 ! 1.6   400   51.2   900 ! 1.0 ! 300   36.5   500   0.6  
                                                     
Transfers as a percentage
of enrollment6
                                                   
Less than 6 percent  4,000   1,500   38.4   3,600   0.9   1,300   32.4   2,800   0.7   500   13.3   700   0.2  
6 to less than 11 percent  2,600   1,100   40.0   2,200   0.8   1,000   36.5   1,700   0.6   300   10.3   400 ! 0.2  
11 to less than 21 percent  3,400   1,700   49.9   3,700   1.1   1,400   40.0   2,800   0.8   600   16.8   900   0.3  
21 percent or more  2,700   1,200   46.4   3,700   1.4   1,200   42.9   2,800   1.0   500   19.2   1,000   0.4  
                                                     
Percent of students
absent on a daily basis 
                                                   
0–2 percent  500   200   32.5   300 ! 0.7   200   29.9   300 ! 0.6 ! #     #   0.1 !
3–5 percent  5,100   2,000   39.5   4,300   0.8   1,800   34.5   3,500   0.6   600   11.2   800   0.1 !
6–10 percent  5,200   2,400   45.9   6,000   1.1   2,000   37.9   4,400   0.8   1,000   18.5   1,600   0.3  
More than 10 percent  1,900   1,000   50.9   2,400   1.6   900   46.6   1,900   1.2   300 ! 17.1   500 ! 0.3 !
                                                     
Prevalence of violent incidents7                                                    
No violent incidents 1,300   500   38.9   900   1.4   500   35.8   700 ! 1.2   100 !   200 ! 0.3 !
Any violent incidents 11,500   5,000   44.0   12,200   1.0   4,300   37.7   9,400   0.8   1,800   15.9   2,800   0.2  
# 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. Either there are too few cases for a reliable estimate or 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.
3 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
4Regular use of security staff includes full- or part-time school resource officers, sworn law enforcement officers, or security guards or security personnel present at school at least once a week.
5 Serious discipline problems include student racial/ethnic tensions, student bullying, student sexual harassment of other students, student harassment of other students based on sexual orientation, student harassment of other students based on gender identity, widespread disorder in classrooms, student verbal abuse of teachers, student acts of disrespect for teachers other than verbal abuse, and gang 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 assault other than rape (including threatened rape), physical attack or fight with or without a weapon, threat of physical attack with or without a weapon, and robbery (taking things with force) 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. 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. 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.
SOURCE: U.S. Department of Education, National Center for Education Statistics, 2015–16 School Survey on Crime and Safety (SSOCS), 2016.