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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 |
441 |
13 |
2.9 |
4.3 |
4.7 |
3.5 |
0.0 |
2.1 |
|
|
|
|
|
|
|
Female |
207 |
5 |
2.4 |
4.4 |
6.3 |
0.0 |
0.0 |
1.9 |
|
|
|
|
|
|
|
Male |
234 |
8 |
3.4 |
4.3 |
3.7 |
6.3 |
0.0 |
2.4 |
|
|
|
|
|
|
|
Low Income |
409 |
13 |
3.2 |
4.5 |
5.1 |
3.8 |
0.0 |
2.2 |
|
|
|
|
|
|
|
High Needs |
423 |
13 |
3.1 |
4.4 |
4.9 |
3.7 |
0.0 |
2.2 |
|
|
|
|
|
|
|
LEP English language learner |
96 |
4 |
4.2 |
0.0 |
3.7 |
9.5 |
0.0 |
9.1 |
|
|
|
|
|
|
|
Students with disabilities |
130 |
4 |
3.1 |
5.0 |
0.0 |
10.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
African American/Black |
97 |
4 |
4.1 |
15.4 |
5.3 |
4.3 |
0.0 |
0.0 |
|
|
|
|
|
|
|
American Indian or Alaskan Native |
1 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Hispanic or Latino |
324 |
9 |
2.8 |
2.6 |
4.8 |
3.5 |
0.0 |
3.1 |
|
|
|
|
|
|
|
Multi-race, non-Hispanic or Latino |
5 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
White |
14 |
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 |
441 |
13 |
2.9 |
4 |
4 |
3 |
0 |
2 |
|
|
|
|
|
|
|
Female |
207 |
5 |
2.4 |
2 |
2 |
0 |
0 |
1 |
|
|
|
|
|
|
|
Male |
234 |
8 |
3.4 |
2 |
2 |
3 |
0 |
1 |
|
|
|
|
|
|
|
Low Income |
409 |
13 |
3.2 |
4 |
4 |
3 |
0 |
2 |
|
|
|
|
|
|
|
High Needs |
423 |
13 |
3.1 |
4 |
4 |
3 |
0 |
2 |
|
|
|
|
|
|
|
LEP English language learner |
96 |
4 |
4.2 |
0 |
1 |
2 |
0 |
1 |
|
|
|
|
|
|
|
Students with disabilities |
130 |
4 |
3.1 |
1 |
0 |
3 |
0 |
0 |
|
|
|
|
|
|
|
African American/Black |
97 |
4 |
4.1 |
2 |
1 |
1 |
0 |
0 |
|
|
|
|
|
|
|
American Indian or Alaskan Native |
1 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Hispanic or Latino |
324 |
9 |
2.8 |
2 |
3 |
2 |
0 |
2 |
|
|
|
|
|
|
|
Multi-race, non-Hispanic or Latino |
5 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
White |
14 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
|