Skip Navigation

Table 24.  Percentage of public middle schools that drilled students on a written plan for at least one crisis situation, and the percentage of schools that drilled students on a written plan for a specific crisis situation, by selected school characteristics: School year 2009–10

 
      Percentage of schools that drilled students on specified written crisis plans
School characteristic Percentage of schools that drilled students on a written plan for at least one crisis situation   Shootings   Natural disasters1   Hostages   Bomb threats or incidents   Chemical, biological, or radiological threats or incidents2  
All public middle schools 92.1   56.3   84.5   41.0   59.0   28.2  
                         
Enrollment size                        
Less than 300 87.8   49.6   81.7   41.4   53.3   30.3  
300–499 91.6   56.3   84.1   38.0   54.1   23.0  
500–999 93.5   59.6   85.2   43.7   62.7   28.4  
1,000 or more 94.1   53.5   86.6   36.2   62.1   33.8  
                         
Urbanicity                        
City 92.9   52.0   84.2   40.2   62.0   28.9  
Suburb 92.6   64.7   85.2   46.1   62.4   35.1  
Town 91.6   54.8   81.5   45.0   58.4   23.4  
Rural 91.3   51.1   85.9   33.0   52.8   22.7  
                         
Crime level where students live3                        
High 95.8   53.1   86.9   36.3   62.6   42.7  
Moderate 92.6   59.4   84.6   39.9   59.5   24.3  
Low 91.2   53.5   84.1   38.9   57.0   27.3  
Mixed 93.3   63.9   84.7   53.1   64.3   30.3  
                         
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students                         
Less than 5 percent 88.1   48.1   81.7   31.1   48.8   22.7  
5 to less than 20 percent 93.7   57.6   85.7   42.8   59.4   29.6  
20 to less than 50 percent 92.4   58.7   85.9   43.0   58.6   29.5  
50 percent or more 92.2   56.4   83.5   41.9   62.7   28.0  
                         
Percent of students eligible for free or reduced-price lunch                        
0–20 percent 90.5   57.6   79.8   42.2   62.0   27.3  
21–50 percent 92.0   57.1   84.9   39.6   57.9   30.6  
More than 50 percent 92.8   55.2   85.9   41.6   58.6   26.7  
                         
Percent of students below 15th percentile on standardized tests                        
0–5 percent 90.9   57.3   82.9   39.7   59.5   28.6  
6–15 percent 92.8   54.4   84.7   42.7   57.8   26.3  
More than 15 percent 92.9   57.7   86.5   40.3   60.1   30.5  
                         
Percent of students likely to attend college                        
0–35 percent 96.9   54.5   90.1   39.4   61.5   24.6  
36–60 percent 92.3   58.5   86.5   38.8   59.6   28.1  
More than 60 percent 89.9   55.6   80.7   43.2   57.4   29.8  
                         
Percent of students who consider academic achievement important                        
0–25 percent 97.7   66.3   89.3   43.8   67.5   22.1  
26–50 percent 92.7   54.9   85.1   42.9   60.6   28.8  
51–75 percent 92.7   54.9   86.0   40.7   53.9   25.5  
More than 75 percent 90.7   56.5   82.5   40.1   60.7   30.6  
                         
Percent male enrollment                        
0–44 percent 92.7   54.8   88.5   50.0   55.1   32.2  
45–55 percent 92.4   57.2   84.1   40.0   59.2   27.9  
More than 55 percent 88.6   47.1   83.8   40.7   62.2   25.4  
                         
Student-to-FTE ratio4                        
Less than 12 students 85.4   48.9   70.3   26.1   53.5   22.9  
12–16 students 91.0   56.9   83.8   44.0   60.3   28.0  
More than 16 students 95.4   58.1   89.8   43.2   59.5   30.0  
                         
Number of classroom changes5                         
0–3 changes 97.5   45.5   85.1   35.3 ! 65.3   33.4  
4–6 changes 91.5   55.6   86.2   42.7   61.2   29.0  
More than 6 changes 92.2   57.2   83.4   40.3   57.4   27.4  
                         
Regular use of law enforcement6                        
Regular use 93.5   56.4   85.7   40.3   60.8   29.3  
No regular use 89.5   56.1   82.1   42.5   55.3   25.9  
                         
Number of serious discipline problems7                        
No problems 91.9   56.6   84.9   43.9   60.5   29.8  
1 problem 92.2   58.8   83.5   37.6   59.0   28.1  
2 problems 93.1   43.3   85.7   35.1   50.8   20.1  
3 or more problems 92.2   59.9   83.6   39.0   57.9   27.0  
                         
Transfers as a percentage of enrollment8                        
Less than 6 percent 90.2   53.2   81.8   36.2   60.2   25.4  
6 to less than 11 percent 92.2   51.1   81.4   38.4   53.4   26.4  
11 to less than 21 percent 94.0   60.8   87.6   46.3   62.3   29.9  
21 percent or more 91.3   58.3   86.0   41.1   58.6   30.4  
                         
Prevalence of schoolwide
disruptions9
                       
No disruptions 92.0   55.7   84.7   40.3   58.4   27.7  
Any disruptions 94.5   65.6   81.7   52.4   67.2   35.5  
                         
Percent of students absent on a daily basis                         
0–2 percent 91.6   63.0   88.1   45.1   66.2   46.3  
3–5 percent 93.4   58.4   84.8   41.0   60.2   28.3  
6–10 percent 90.6   51.5   84.2   40.8   55.8   25.0  
More than 10 percent 84.2   51.9   75.8   38.3   54.9   29.5 !
                         
Prevalence of violent
incidents10
                       
No violent incidents 92.5   59.5   87.8   40.5   60.9   36.3  
Any violent incidents 92.1   55.9   84.1   41.1   58.8   27.3  
!Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
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.
3Respondents 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."
4Student-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.
5Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
6Respondents 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?"
7Serious 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.
8Transfers 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.
9Schoolwide 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.
10Violent 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 not asked if they drilled students on the following crisis situations: 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; and pandemic flu. Respondents were included as having drilled students on a written plan for responding to at least one crisis situation if they reported that they drilled students on 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 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).