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Table 23.  Percentage of public middle 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 middle schools 99.4   88.1   95.7   77.0   95.5   74.7   83.7   41.0   71.8  
                                     
Enrollment size                                    
Less than 300 98.9   88.1   92.9   74.2   88.9   71.9   79.3   37.7   69.8  
300–499 100.0 3 86.3   98.5   77.2   96.7   71.8   83.2   36.6   70.7  
500–999 99.2   89.3   94.9   78.0   96.5   76.3   86.1   43.5   72.0  
1,000 or more 100.0 3 87.1   97.3   77.3   98.9   78.3   82.0   44.9   75.6  
                                     
Urbanicity                                    
City 98.8   79.9   93.9   67.5   93.5   67.9   85.3   43.5   71.4  
Suburb 100.0 3 91.9   95.5   82.6   98.2   77.6   87.0   47.2   76.4  
Town 99.4   91.3   97.6   84.6   96.9   79.8   86.7   33.9   71.4  
Rural 99.3   88.5   96.1   73.5   93.0   73.8   76.2   36.6   67.0  
                                     
Crime level where students live4                                    
High 100.0 3 81.9   98.5   66.8   91.4   75.0   84.5   49.3   65.3  
Moderate 99.0   87.3   93.2   75.0   95.2   70.0   82.5   41.2   76.7  
Low 99.3   89.2   96.1   77.7   96.0   75.5   84.2   39.3   70.9  
Mixed 100.0 3 88.0   96.2   82.0   95.5   78.4   82.6   43.6   71.1  
                                     
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 91.4   98.2   77.9   95.1   79.4   89.5   40.4   66.2  
5 to less than 20 percent 100.0 3 91.3   96.8   80.7   96.5   79.9   86.9   40.4   75.1  
20 to less than 50 percent 99.0   89.4   96.0   78.8   96.6   75.7   80.9   37.0   75.8  
50 percent or more 99.1   83.6   93.7   72.6   94.0   68.5   81.2   44.8   68.3  
                                     
Percent of students eligible for free or reduced-price lunch                                    
0–20 percent 100.0 3 88.0   94.3   76.1   96.2   76.6   87.4   41.9   75.6  
21–50 percent 99.2   90.7   96.1   76.4   96.8   76.9   84.8   40.0   72.3  
More than 50 percent 99.4   86.2   95.8   77.9   94.2   72.4   81.4   41.5   69.9  
                                     
Percent of students below 15th percentile on standardized tests                                    
0–5 percent 99.5   90.7   96.4   75.7   96.8   77.2   85.7   43.3   72.1  
6–15 percent 99.5   88.0   95.3   79.6   95.0   74.5   82.7   37.7   73.2  
More than 15 percent 99.2   84.4   95.2   74.8   94.3   71.5   82.2   42.9   69.0  
                                     
Percent of students likely to attend college                                    
0–35 percent 99.4   85.4   97.6   77.5   94.7   71.1   80.5   36.2   70.7  
36–60 percent 99.7   90.5   98.0   75.5   97.0   75.8   84.0   38.6   73.9  
More than 60 percent 99.2   87.7   93.3   77.8   94.8   75.7   84.8   44.7   70.8  
                                     
Percent of students who consider academic achievement important                                    
0–25 percent 100.0 3 94.3   100.0 3 77.3   93.4   67.4   85.4   39.7   69.8  
26–50 percent 98.9   83.0   95.5   75.8   97.0   73.4   82.0   38.2   71.2  
51–75 percent 99.4   88.0   96.0   76.5   95.1   73.1   80.2   39.7   72.7  
More than 75 percent 99.6   89.6   94.9   77.9   95.3   77.5   86.6   43.4   71.7  
                                     
Percent male enrollment                                    
0–44 percent 97.9   76.5   92.2   71.7   88.8   67.0   76.3   43.9   63.2  
45–55 percent 99.7   89.9   96.4   77.6   96.7   76.5   84.9   40.8   73.4  
More than 55 percent 98.3   81.6   91.6   77.3   89.6   64.4   78.0   39.9   64.2  
                                     
Student-to-FTE ratio5                                    
Less than 12 students 98.0   82.5   89.3   64.3   95.3   67.8   79.6   42.0   68.7  
12–16 students 99.5   89.0   95.8   81.0   96.7   73.4   84.2   37.5   70.4  
More than 16 students 99.8   89.1   97.6   77.5   94.3   78.3   84.4   43.9   74.0  
                                     
Number of classroom changes6                                    
0–3 changes 100.0 3 62.6   93.4   61.4   89.1   57.4   73.8   40.0   64.8  
4–6 changes 99.7   89.0   96.4   76.5   95.8   75.1   80.3   44.2   70.9  
More than 6 changes 99.2   88.8   95.4   78.1   95.6   75.4   86.1   39.2   72.6  
                                     
Regular use of law enforcement 7                                    
Regular use 99.3   87.1   95.6   77.4   96.1   75.6   84.8   43.4   73.1  
No regular use 99.7   90.2   95.8   76.2   94.2   73.0   81.3   36.3   69.1  
                                     
Number of serious discipline problems8                                    
No problems 99.6   87.4   96.1   79.2   94.8   73.1   84.4   44.4   72.0  
1 problem 99.5   90.8   97.0   76.4   97.9   80.6   85.1   37.4   74.7  
2 problems 99.0   87.7   96.4   75.7   94.4   76.9   77.7   36.8   70.6  
3 or more problems 98.2   85.8   89.6   68.2   94.2   67.6   81.5   35.4   64.3  
                                     
Transfers as a percentage of enrollment9                                    
Less than 6 percent 100.0 3 88.9   96.2   74.5   96.8   72.5   82.3   38.8   72.1  
6 to less than 11 percent 99.2   87.2   93.6   77.5   95.0   74.2   86.7   41.9   77.5  
11 to less than 21 percent 99.6   89.8   96.9   80.5   97.0   79.0   84.4   44.1   72.2  
21 percent or more 98.6   85.5   95.4   73.8   92.0   71.1   80.6   37.8   64.5  
                                     
Prevalence of schoolwide
disruptions10
                                   
No disruptions 99.5   88.1   95.8   76.3   95.5   74.3   83.1   40.8   71.5  
Any disruptions 98.5   88.8   93.1   88.1   94.9   81.9   92.1   44.7   76.5  
                                     
Percent of students absent on a daily basis                                     
0–2 percent 100.0 3 95.4   100.0 3 74.8   94.2   76.1   83.4   42.4   76.2  
3–5 percent 99.7   87.5   95.2   77.0   95.5   74.6   83.2   41.7   72.1  
6–10 percent 99.4   88.3   96.6   77.3   95.8   75.2   83.9   39.8   71.4  
More than 10 percent 93.8   86.1   88.6   77.8   93.8   70.5   89.4   37.9   62.6  
                                     
Prevalence of violent
incidents11
                                   
No violent incidents 97.9   83.4   97.9   72.5   94.9   75.9   84.3   46.0   68.4  
Any violent incidents 99.6   88.6   95.4   77.5   95.5   74.6   83.6   40.5   72.1  
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.
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).