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Table 07.  Number and percentage of public primary 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 primary schools  49,100   13,500   27.4   24,800   1.0   11,500   23.4   20,000   0.8   3,500   7.0   4,800   0.2  
                                                     
Enrollment size                                                     
Less than 300  10,300   1,500   14.2   3,500 ! 1.5 ! 1,500   14.2   3,500 ! 1.5 !        
300–499  18,000   4,600   25.6   8,200   1.1   4,100   22.9   6,800   0.9   900 ! 5.1 ! 1,400 ! 0.2 !
500–999  19,700   6,800   34.5   11,900   0.9   5,400   27.6   8,900   0.7   2,400   12.0   3,000   0.2  
1,000 or more  1,000   600   55.1   1,100 ! 1.0 ! 500   44.1   700 ! 0.6 ! 200 !      
                                                     
Locale                                                    
City  14,700   4,700   32.2   9,700   1.3   4,100   28.0   7,800   1.0   1,400   9.7   1,900   0.3  
Suburb 17,200   4,900   28.6   8,200   0.9   3,900   22.8   6,200   0.6   1,400   8.2   2,000   0.2 !
Town  5,600   1,700   29.5   3,000   1.1   1,400   24.5   2,600   1.0   400 ! 6.5 ! 400 !  
Rural  11,500   2,100   18.6   3,800   0.9   2,100   17.9   3,300   0.8          
                                                     
Crime level where
students live1
                                                   
High  4,700   1,700   35.5   3,100   1.1   1,400   30.1   2,400   0.9   500 ! 10.7 ! 700 !  
Moderate  10,700   4,100   38.2   7,600   1.5   3,300   30.3   5,900   1.1   1,100   10.1   1,700 ! 0.3 !
Low  27,900   6,300   22.8   11,100   0.8   5,600   19.9   8,800   0.7   1,700   6.1   2,300 ! 0.2 !
Mixed  5,700   1,300 ! 23.3   3,000 ! 1.0 ! 1,300 ! 21.9   2,900 ! 1.0 !        
                                                     
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  2,600                          
5 to less than 20 percent  11,400   1,900   17.0   3,300   0.7   1,800   15.4   2,700   0.5          
20 to less than 50 percent  12,800   3,600   28.1   5,700   0.9   3,000   23.2   4,600   0.7   1,000 ! 7.9 ! 1,100 ! 0.2 !
50 percent or more  22,300   7,500   33.7   15,200   1.3   6,400   28.5   12,100   1.0   2,100   9.2   3,100   0.3  
                                                     
Percent of students eligible for
free or reduced-price lunch
                                                   
0–25 percent  8,200   1,000 ! 12.0 ! 1,400 ! 0.3 ! 800 ! 9.1 ! 1,200 ! 0.3 !       0.1 !
26–50 percent  12,800   3,100   23.9   5,700   1.0   2,700   21.5   4,500   0.8   800 ! 6.5 ! 1,200 ! 0.2 !
50–75 percent  12,700   3,900   30.6   6,400   1.0   3,300   26.2   5,200   0.9   800 ! 6.4 ! 1,200 ! 0.2 !
More than 75 percent  15,300   5,500   36.0   11,300   1.4   4,600   30.3   9,100   1.2   1,600   10.2   2,200   0.3  
                                                     
Percent of students below 15th
percentile on standardized tests
                                                   
0–5 percent  12,200   2,200   18.2   3,900 ! 0.7 ! 1,800   15.1   3,400 ! 0.6 ! 500 ! 4.4 ! 500 ! 0.1 !
6–15 percent  19,600   5,600   28.6   10,300   1.1   4,900   24.9   8,200   0.8   1,500   7.5   2,100   0.2 !
More than 15 percent  17,300   5,600   32.6   10,600   1.2   4,800   27.6   8,400   1.0   1,400   8.4   2,200   0.3  
                                                     
Percent of students likely
to attend college 
                                                   
0–35 percent  9,100   2,100   22.7   4,400   1.0   1,900   20.5   3,600 ! 0.9 ! 500 ! 5.8 ! 800 ! 0.2 !
36–60 percent  12,100   4,300   35.3   8,000   1.3   3,600   30.0   6,800   1.1   900 ! 7.4 ! 1,300 ! 0.2 !
More than 60 percent  27,800   7,100   25.5   12,400   0.9   6,000   21.5   9,600   0.7   2,000   7.3   2,800   0.2  
                                                     
Percent of students who consider
academic achievement
very important
                                                   
0–25 percent  2,200   700 ! 30.7 !     600 ! 26.4 !            
26–50 percent  7,200   2,100   29.8   4,100   1.2   1,900   25.9   3,500   1.0 ! 500 ! 7.0 !   0.2 !
51–75 percent  13,800   4,400   32.1   7,600   1.1   3,800   27.7   6,000   0.8   1,100   7.9   1,600 ! 0.2 !
More than 75 percent  25,800   6,200   24.0   11,100   0.9   5,200   20.1   8,700   0.7   1,800   6.8   2,500   0.2  
                                                     
Percent male enrollment                                                     
0–44 percent  3,700   900 ! 23.2 ! 1,700 ! 1.3 ! 800 ! 20.5 ! 1,400 ! 1.1 ! 300 !     0.3 !
45–55 percent  40,100   11,300   28.1   20,800   1.0   9,700   24.0   16,700   0.8   2,800   7.1   4,100   0.2  
More than 55 percent  5,200   1,300   25.5   2,300   1.0   1,100   20.6   1,800 ! 0.8     6.5 !   0.2 !
                                                     
Student-to-FTE ratio2                                                    
Less than 12 students  5,500   1,000 ! 18.9 ! 2,100 ! 1.4 ! 900 ! 15.8 ! 1,700 ! 1.1 !        
12–16 students  16,900   4,700   28.1   8,900   1.2   4,200   24.7   7,700   1.0   900 ! 5.3 ! 1,100 ! 0.2 !
More than 16 students  26,700   7,700   28.8   13,800   0.9   6,500   24.2   10,500   0.7   2,300   8.8   3,300   0.2  
                                                     
Number of classroom
changes3
                                                   
0–3 changes  18,500   4,900   26.5   8,900   1.0   4,300   23.1   7,300   0.8   1,200   6.7   1,600   0.2  
4–6 changes  24,700   6,800   27.6   12,500   1.0   5,800   23.6   10,200   0.8   1,600   6.3   2,300   0.2  
More than 6 changes  5,900   1,700   29.7   3,300   1.2   1,400   23.5   2,400 ! 0.9 ! 700 ! 11.3 ! 900 ! 0.3 !
                                                     
Regular use of
security staff4
                                                   
Regular use  22,300   6,900   31.0   13,800   1.2   5,700   25.7   10,800   0.9   2,000   9.0   3,000   0.3  
No regular use  26,800   6,500   24.5   11,000   0.9   5,700   21.5   9,200   0.7   1,400   5.4   1,800   0.1 !
                                                     
Number of serious
discipline problems5
                                                   
No problems  41,200   10,900   26.4   19,800   1.0   9,300   22.6   16,000   0.8   2,700   6.4   3,800   0.2  
1 problem  4,800   1,700   34.9   3,200 ! 1.3   1,300 ! 27.8   2,500 ! 1.0 ! 600 ! 12.1 ! 700 ! 0.3 !
2 problems  2,500   800 ! 33.0 ! 1,700 ! 1.2 ! 700 ! 29.2 ! 1,300 ! 1.0 !        
3 or more problems  600 !                        
                                                     
Transfers as a percentage
of enrollment6
                                                   
Less than 6 percent  13,300   2,900   21.5   4,900   0.7   2,500   18.8   4,000   0.6   800 ! 5.7 ! 1,000 !  
6 to less than 11 percent  10,600   2,500   23.5   3,900   0.8   2,300   21.9   3,400   0.7   400 ! 4.0 ! 500 ! 0.1 !
11 to less than 21 percent  12,800   4,000   31.0   8,000   1.3   3,500   27.7   6,700   1.1   800   5.9   1,300 ! 0.2 !
21 percent or more  12,500   4,200   33.4   8,000   1.2   3,100   25.1   6,000   0.9   1,500   12.1   2,000   0.3  
                                                     
Percent of students
absent on a daily basis
                                                   
0–2 percent  5,400   1,100 ! 19.9   1,500 ! 0.6   1,000 ! 18.3   1,200 ! 0.5          
3–5 percent  30,000   8,300   27.6   15,200   1.0   7,100   23.7   12,700   0.8   1,900   6.3   2,500   0.2  
6–10 percent  11,300   3,200   28.4   5,900   1.1   2,600   22.8   4,300   0.8   1,000   8.6 ! 1,600 ! 0.3 !
More than 10 percent  2,400   900 ! 37.9   2,300 ! 2.3 ! 800 ! 34.6   1,800 ! 1.8 !        
                                                     
Prevalence of violent incidents7                                                    
No violent incidents 21,000   3,900   18.5   7,700   0.8   3,200   15.3   6,500   0.7   1,000 ! 4.9   1,200 ! 0.1 !
Any violent incidents 28,000   9,600   34.1   17,100   1.2   8,300   29.5   13,500   0.9   2,400   8.6   3,600   0.2  
! 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.
5Serious 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.
6 Transfers 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.
7 Violent 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. Primary schools are defined as schools in which the lowest grade is not higher than grade 3 and the highest grade is not higher than grade 8. 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.