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Table 7.  Number and percentage of public high schools reporting disruptions at school from 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 2009–10

 
  Disruptions from death threats, bomb threats, or chemical, biological, or radiological threats
School characteristic  Number of schools   Percent of schools   Number of incidents   Rate per 1,000 students  
All public high schools 974 8.0 1,430 0.1
 
Enrollment size
Less than 300
300–499 155 ! 8.5 ! 190 !
500–999 255 8.8 335 0.2
1,000 or more 531 10.0 872 0.1
 
Urbanicity
City 303 10.1 496 0.1 !
Suburb 309 9.8 476 0.1
Town 244 11.6 293 0.2
Rural 118 ! 3.0 ! 165 ! 0.1 !
 
Crime level where students live1
High 104 ! 9.6 ! 152 ! 0.1 !
Moderate 171 7.5 288 ! 0.1 !
Low 512 7.4 758 0.1
Mixed 187 9.5 233 0.1
               
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students               
Less than 5 percent 110 ! 5.5 ! 176 ! 0.1 !
5 to less than 20 percent 247 8.0 342 0.1
20 to less than 50 percent 231 7.7 367 ! 0.1 !
50 percent or more 387 9.3 545 0.1 !
 
Percent of students eligible for
free or reduced-price lunch
0–20 percent 260 10.7 319 0.1
21–50 percent 378 7.3 599 0.1 !
More than 50 percent 336 7.2 512 0.1 !
 
Percent of students below 15th
percentile on standardized tests
0–5 percent 360 8.5 428 0.1
6–15 percent 363 7.6 606 0.1 !
More than 15 percent 251   7.9   396   0.1 !
                 
Percent of students likely
to attend college
               
0–35 percent 198 ! 9.0 ! 217 ! 0.1 !
36–60 percent 222 7.1 381 0.1 !
More than 60 percent 554 8.0 832 0.1
 
Percent of students who consider academic
achievement important
0–25 percent 106 ! 11.9 ! 156 ! 0.3 !
26–50 percent 147 6.3 174 ! 0.1 !
51–75 percent 251 7.3 444 0.1 !
More than 75 percent 469 8.4 657 0.1
 
Percent male enrollment
0–44 percent 125 ! 8.8 ! 196 ! 0.2 !
45–55 percent 788 8.1 1,148 0.1
More than 55 percent 60 ! 5.7 !
 
Student-to-FTE ratio2
Less than 12 students
12–16 students 358 8.2 556 0.1
More than 16 students 518 8.4 777 0.1
 
Number of classroom changes3
0–3 changes 0.1 !
4–6 changes 474 8.1 753 0.1
More than 6 changes 457 8.1 635 0.1
 
Regular use of law enforcement4
Regular use 905 9.7 1,361 0.1
No regular use 69 ! 2.4 ! 69 ! 0.1
 
Number of serious discipline problems5
No problems 595 7.1 729 0.1
1 problem 160 ! 7.7 ! 288 0.1 !
2 problems 51 ! 5.9 !
3 or more problems 168 17.9 269 ! 0.2 !
 

Transfers as a percentage
of enrollment6

Less than 6 percent 190 6.8 224 0.1
6 to less than 11 percent 263 9.1 408 0.1 !
11 to less than 21 percent 278 7.1 436 0.1
21 percent or more 242   9.1   362   0.1 !
                 
Percent of students
absent on a daily basis 
               
0–2 percent #
3–5 percent 327 7.3 406 0.1
6–10 percent 454 8.1 680 0.1
More than 10 percent 176 ! 11.2 ! 327 ! 0.2 !
         
Prevalence of violent incidents7        
No violent incidents
Any violent incidents 916   8.2   1,372   0.1  
#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 were too few cases for a reliable estimate or the standard error represents more than 50 percent of the estimate’s value.
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.
3Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
4Respondents 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?"
5Serious 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.
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 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: "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. 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, Institute of Education Sciences, National Center for Education Statistics (NCES), 2009–10 School Survey on Crime and Safety (SSOCS).