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Table 24. Percentage of public high 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 |
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Percentage of schools that drilled students on specified written crisis plans | ||||||||||||
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School characteristic | Percentage of schools that drilled students on a written plan for at least one crisis situation | School Shootings | Natural disasters1 | Hostages | Bomb threats or incidents | Chemical, biological, or radiological threats or incidents2 | ||||||
All public high schools | 90.0 | 57.1 | 76.3 | 39.3 | 60.2 | 30.8 | ||||||
Enrollment size | ||||||||||||
Less than 300 | 85.0 | 49.3 | 69.9 | 34.3 | 55.1 | 24.1 | ||||||
300–499 | 85.8 | 48.2 | 74.0 | 29.9 | 51.3 | 28.1 | ||||||
500–999 | 92.3 | 56.6 | 76.9 | 35.9 | 62.2 | 26.5 | ||||||
1,000 or more | 92.3 | 63.6 | 79.3 | 46.4 | 64.3 | 36.7 | ||||||
Urbanicity | ||||||||||||
City | 87.6 | 56.4 | 74.7 | 42.7 | 61.0 | 38.8 | ||||||
Suburb | 90.0 | 63.5 | 75.3 | 43.0 | 65.9 | 33.8 | ||||||
Town | 89.7 | 55.3 | 76.0 | 34.8 | 51.1 | 24.1 | ||||||
Rural | 92.0 | 53.3 | 78.3 | 36.0 | 59.9 | 25.7 | ||||||
Crime level where students live3 | ||||||||||||
High | 82.6 | 50.1 | 63.3 | 38.8 | 55.8 | 37.4 | ||||||
Moderate | 91.3 | 57.9 | 77.9 | 37.7 | 63.8 | 30.7 | ||||||
Low | 91.0 | 58.0 | 77.9 | 40.0 | 59.5 | 29.4 | ||||||
Mixed | 89.2 | 56.5 | 75.8 | 38.9 | 61.1 | 31.8 | ||||||
Percent of combined Black/African American, Hispanic/Latino, Asian, Native Hawaiian/Other Pacific Islander, and American Indian/Alaska Native students | ||||||||||||
Less than 5 percent | 93.7 | 53.4 | 83.3 | 33.3 | 53.5 | 27.5 | ||||||
5 to less than 20 percent | 84.7 | 58.4 | 71.0 | 38.5 | 56.7 | 26.4 | ||||||
20 to less than 50 percent | 91.7 | 60.4 | 78.5 | 41.6 | 66.8 | 31.8 | ||||||
50 percent or more | 90.9 | 55.4 | 75.2 | 41.0 | 61.3 | 34.8 | ||||||
Percent of students eligible for free or reduced-price lunch |
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0–20 percent | 88.1 | 57.5 | 72.1 | 43.5 | 59.9 | 29.6 | ||||||
21–50 percent | 91.7 | 59.1 | 81.7 | 37.3 | 57.5 | 28.9 | ||||||
More than 50 percent | 89.1 | 54.6 | 72.4 | 39.3 | 63.4 | 33.4 | ||||||
Percent of students below 15th percentile on standardized tests |
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0–5 percent | 88.9 | 60.4 | 72.2 | 41.1 | 61.5 | 32.3 | ||||||
6–15 percent | 92.2 | 56.4 | 79.6 | 37.1 | 57.1 | 28.3 | ||||||
More than 15 percent | 88.1 | 53.6 | 76.8 | 40.0 | 63.2 | 32.4 | ||||||
Percent of students likely to attend college |
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0–35 percent | 90.4 | 51.7 | 76.9 | 30.5 | 63.6 | 31.4 | ||||||
36–60 percent | 90.6 | 50.8 | 76.5 | 37.9 | 57.1 | 28.3 | ||||||
More than 60 percent | 89.6 | 61.6 | 76.0 | 42.7 | 60.5 | 31.7 | ||||||
Percent of students who consider academic achievement important |
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0–25 percent | 88.2 | 49.7 | 74.9 | 33.3 | 55.8 | 29.7 | ||||||
26–50 percent | 92.3 | 50.3 | 75.4 | 30.8 | 57.9 | 24.4 | ||||||
51–75 percent | 88.1 | 53.4 | 75.6 | 35.0 | 63.0 | 31.9 | ||||||
More than 75 percent | 90.5 | 63.4 | 77.3 | 46.4 | 60.2 | 32.9 | ||||||
Percent male enrollment | ||||||||||||
0–44 percent | 91.2 | 48.7 | 77.2 | 37.0 | 65.4 | 32.6 | ||||||
45–55 percent | 91.1 | 57.8 | 77.4 | 38.2 | 58.7 | 29.4 | ||||||
More than 55 percent | 78.7 | 61.2 | 64.1 | 51.8 | 66.8 | 40.4 | ||||||
Student-to-FTE ratio4 | ||||||||||||
Less than 12 students | 88.0 | 53.9 | 67.8 | 44.1 | 65.4 | 28.8 | ||||||
12–16 students | 90.5 | 56.0 | 72.2 | 37.1 | 58.9 | 30.4 | ||||||
More than 16 students | 90.2 | 58.7 | 81.5 | 39.5 | 59.7 | 31.5 | ||||||
Number of classroom changes 5 | ||||||||||||
0–3 changes | 84.4 | 57.0 | 71.4 | 33.9 | 59.5 | 35.9 | ||||||
4–6 changes | 89.5 | 56.3 | 77.0 | 40.1 | 59.9 | 30.2 | ||||||
More than 6 changes | 91.3 | 57.8 | 76.1 | 39.1 | 60.7 | 30.7 | ||||||
Regular use of law enforcement6 | ||||||||||||
Regular use | 91.6 | 58.2 | 77.2 | 40.0 | 63.1 | 31.8 | ||||||
No regular use | 84.9 | 53.2 | 73.1 | 37.0 | 50.9 | 27.4 | ||||||
Number of serious discipline problems7 | ||||||||||||
No problems | 89.9 | 56.3 | 78.1 | 39.2 | 60.7 | 30.9 | ||||||
1 problem | 89.2 | 57.5 | 73.7 | 39.5 | 61.4 | 32.0 | ||||||
2 problems | 92.2 | 63.4 | 74.9 | 43.7 | 63.9 | 34.4 | ||||||
3 or more problems | 90.3 | 57.5 | 66.5 | 35.5 | 49.9 | 22.9 | ||||||
Transfers as a percentage of enrollment8 | ||||||||||||
Less than 6 percent | 89.3 | 55.5 | 78.0 | 42.3 | 59.3 | 30.2 | ||||||
6 to less than 11 percent | 88.5 | 57.2 | 73.6 | 39.6 | 54.6 | 32.5 | ||||||
11 to less than 21 percent | 90.8 | 58.3 | 78.9 | 42.1 | 63.3 | 31.7 | ||||||
21 percent or more | 91.2 | 56.8 | 73.5 | 31.4 | 62.8 | 28.1 | ||||||
Prevalence of schoolwide disruptions9 |
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No disruptions | 89.5 | 57.2 | 76.0 | 39.5 | 59.0 | 30.4 | ||||||
Any disruptions | 96.3 | 55.6 | 78.9 | 36.5 | 74.0 | 34.3 | ||||||
Percent of students absent on a daily basis |
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0–2 percent | 96.6 | 59.5 | 85.2 | 41.3 | 72.3 | 36.8 | ||||||
3–5 percent | 91.0 | 59.2 | 79.7 | 39.1 | 56.5 | 28.7 | ||||||
6–10 percent | 90.6 | 58.0 | 75.7 | 41.2 | 62.4 | 32.0 | ||||||
More than 10 percent | 82.4 | 46.7 | 64.8 | 32.1 | 58.2 | 29.8 | ||||||
Prevalence of violent incidents10 |
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No violent incidents | 86.4 | 44.1 | 77.6 | 34.2 | 55.5 | 27.4 | ||||||
Any violent incidents | 90.4 | 58.4 | 76.1 | 39.8 | 60.7 | 31.1 | ||||||
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. | ||||||||||||
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. Race categories exclude persons of Hispanic ethnicity. | ||||||||||||
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). |
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