|
|
Student Retention (2023-24)
Student Retention by Percent
| Student Group |
Enrolled # |
Retained # |
Retained % |
01 % |
02 % |
03 % |
04 % |
05 % |
06 % |
07 % |
08 % |
09 % |
10 % |
11 % |
12 % |
| All Students |
366 |
8 |
2.2 |
3.9 |
4.1 |
2.3 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Female |
154 |
6 |
3.9 |
8.3 |
3.3 |
6.1 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Male |
210 |
2 |
1.0 |
0.0 |
4.5 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Low Income |
341 |
8 |
2.3 |
4.2 |
4.4 |
2.5 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| High Needs |
352 |
8 |
2.3 |
4.0 |
4.3 |
2.4 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| LEP English language learner |
100 |
3 |
3.0 |
15.8 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Students with disabilities |
129 |
0 |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| African American/Black |
38 |
2 |
5.3 |
|
12.5 |
6.7 |
|
0.0 |
|
|
|
|
|
|
|
| Asian |
7 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
| Hispanic or Latino |
298 |
6 |
2.0 |
4.6 |
3.3 |
1.5 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Multi-race, non-Hispanic or Latino |
8 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
| White |
15 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
Student Retention by Count
| Student Group |
Enrolled # |
Retained # |
Retained % |
01 # |
02 # |
03 # |
04 # |
05 # |
06 # |
07 # |
08 # |
09 # |
10 # |
11 # |
12 # |
| All Students |
366 |
8 |
2.2 |
3 |
3 |
2 |
0 |
0 |
|
|
|
|
|
|
|
| Female |
154 |
6 |
3.9 |
3 |
1 |
2 |
0 |
0 |
|
|
|
|
|
|
|
| Male |
210 |
2 |
1.0 |
0 |
2 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| Low Income |
341 |
8 |
2.3 |
3 |
3 |
2 |
0 |
0 |
|
|
|
|
|
|
|
| High Needs |
352 |
8 |
2.3 |
3 |
3 |
2 |
0 |
0 |
|
|
|
|
|
|
|
| LEP English language learner |
100 |
3 |
3.0 |
3 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| Students with disabilities |
129 |
0 |
0.0 |
0 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| African American/Black |
38 |
2 |
5.3 |
|
1 |
1 |
|
0 |
|
|
|
|
|
|
|
| Asian |
7 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
| Hispanic or Latino |
298 |
6 |
2.0 |
3 |
2 |
1 |
0 |
0 |
|
|
|
|
|
|
|
| Multi-race, non-Hispanic or Latino |
8 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
| White |
15 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
|
