Table 24. Number and percentage of public high schools with a written plan for responding to at least one crisis situation that drilled students on that plan, and the percentage of schools with specified types of crisis response plans that drilled students on that plan, by selected school characteristics: School year 2005

Crime and Safety Surveys

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Table 24. Number and percentage of public high schools with a written plan for responding to at least one crisis situation that drilled students on that plan, and the percentage of schools with specified types of crisis response plans that drilled students on that plan, by selected school characteristics: School year 2005–06
	Schools with a written plan for responding to at least one crisis that drilled students on that plan		Percentage of schools with specified types of crisis response plans that drilled students on that plan
School characteristic	Number	Percent	Shootings	Natural disasters¹	Hostages		Bomb threats or incidents	Chemical, biological, or radio- logical threats or incidents²
All public schools	10,190	88	45	81	40		56	33

Enrollment size
Less than 300	1,800	86	36	79	29		41	30
300–499	1,310	85	27	82	29		52	25
500–999	2,440	86	42	78	37		47	25
1,000 or more	4,640	92	54	84	49		68	41

Urbanicity
City	2,220	91	53	83	48		73	50
Urban fringe	3,210	85	47	77	44		60	33
Town	1,400	94	35	86	34		51	20
Rural	3,360	88	41	82	33		43	25

Crime level where students live³
High	580	90	47	84	52		76	62
Moderate	2,030	89	49	81	43		66	39
Low	6,150	88	42	82	37		50	26
Mixed	1,440	89	49	80	45		61	41

Percent minority enrollment⁴
Less than 5 percent	2,150	87	36	82	31		38	23
5 to less than 20 percent	2,890	86	48	81	41		56	26
20 to less than 50 percent	2,330	90	43	85	42		57	32
50 percent or more	2,500	89	50	77	45		69	47

Percent of students eligible for free or reduced-price lunch
0–20 percent	3,050	83	45	79	40		52	29
21–50 percent	4,390	91	45	84	41		56	31
More than 50 percent	2,750	89	44	80	39		61	40

Percent of students below 15th percentile on standardized tests
0–5 percent	3,120	85	46	78	42		58	31
6–15 percent	4,390	90	41	84	38		52	29
More than 15 percent	2,690	90	48	81	40		59	40

Percent of students likely to attend college
0–35 percent	1,810	87	44	81	40		52	37
36–60 percent	3,150	90	42	84	39		54	29
More than 60 percent	5,230	88	46	80	41		58	33

Percent of students who consider academic achievement important
0–25 percent	810	87	38	83	39		45	34
26–50 percent	1,940	87	43	79	35		53	30
51–75 percent	3,450	91	41	83	38		56	31
More than 75 percent	3,990	87	50	81	44		60	35

Percent male enrollment
0–44 percent	640	88	44	79	45		60	26
45–55 percent	8,650	88	46	81	40		55	31
More than 55 percent	900	89	30	85	35		61	51

Student-to-FTE ratio⁵
Less than 12 students	4,140	84	40	76	35		49	28
12–16 students	3,660	90	42	85	39		57	32
More than 16 students	2,390	93	58	86	52		67	42

Number of classroom changes⁶
0–3 changes	520	76	39	81	33		57	26	!
4–6 changes	5,200	90	49	83	41		60	37
More than 6 changes	4,480	88	40	79	40		52	29

Regular use of law enforcement⁷
Regular use	7,820	89	47	83	42		62	34
No regular use	2,380	85	36	78	34		38	27

Number of serious discipline problems⁸
No problems	6,010	88	45	82	41		58	32
1 problem	1,710	89	39	84	37		46	29
2 problems	1,060	84	47	80	39		61	36
3 or more problems	1,410	91	48	77	39		55	38

Transfers as a percentage of enrollment⁹
Less than 6 percent	2,270	90	48	85	47		55	33
6 to less than 11 percent	2,220	91	49	86	36		61	36
11 to less than 21 percent	2,640	86	39	78	35		48	23
21 percent or more	3,060	87	44	79	43		60	39

Prevalence of schoolwide disruptions¹⁰
No disruptions	8,670	87	43	82	39		52	31
Any disruptions	1,520	97	56	78	48		83	41

Percent of students absent on a daily basis
0–2 percent	410	93	48	86	49		56	35	!
3–5 percent	3,980	87	40	80	35		51	27
6–10 percent	4,650	88	47	82	43		58	34
More than 10 percent	1,160	92	52	82	45		68	48

Prevalence of violent incidents¹¹
No violent incidents	470	83	55	79	32	!	60	27	!
Any violent incidents	9,730	89	44	82	40		56	33
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
¹ Examples of natural disasters provided to respondents were earthquakes or tornadoes.
² Examples of chemical, biological, or radiological threats or incidents provided to respondents were the release of mustard gas, anthrax, smallpox, or radioactive materials.
³ Respondents 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."
⁴ Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
⁵ Student-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.
⁶ Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁷ Respondents were asked, "During the 2005–2006 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school at least once a week?"
⁸ Serious discipline problems include student racial tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers, 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.
⁹ 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.
¹⁰ Schoolwide 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.
¹¹ Violent 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; or chemical, biological, or radiological threats or incidents. 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. 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.
SOURCE: U.S. Department of Education, National Center for Education Statistics (NCES), 2005–06 School Survey on Crime and Safety (SSOCS), 2006.

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