|
|
Student Retention (2019-20)
Student Retention by Percent
| Student Group |
Enrolled # |
Retained # |
Retained % |
01 % |
02 % |
03 % |
04 % |
05 % |
06 % |
07 % |
08 % |
09 % |
10 % |
11 % |
12 % |
| All Students |
432 |
3 |
0.7 |
1.1 |
0.0 |
2.1 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Female |
220 |
1 |
0.5 |
2.0 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Male |
212 |
2 |
0.9 |
0.0 |
0.0 |
4.2 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Economically Disadvantaged |
46 |
2 |
4.3 |
0.0 |
0.0 |
25.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| High Needs |
126 |
2 |
1.6 |
0.0 |
0.0 |
7.1 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| LEP English language learner |
24 |
0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
| Students with disabilities |
44 |
2 |
4.5 |
|
0.0 |
16.7 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| White |
355 |
2 |
0.6 |
1.3 |
0.0 |
1.3 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| African American/Black |
21 |
0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
| Asian |
21 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
| Multi-race, non-Hispanic or Latino |
10 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
| Hispanic or Latino |
25 |
1 |
4.0 |
0.0 |
|
16.7 |
|
|
|
|
|
|
|
|
|
Student Retention by Count
| Student Group |
Enrolled # |
Retained # |
Retained % |
01 # |
02 # |
03 # |
04 # |
05 # |
06 # |
07 # |
08 # |
09 # |
10 # |
11 # |
12 # |
| All Students |
432 |
3 |
0.7 |
1 |
0 |
2 |
0 |
0 |
|
|
|
|
|
|
|
| Female |
220 |
1 |
0.5 |
1 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| Male |
212 |
2 |
0.9 |
0 |
0 |
2 |
0 |
0 |
|
|
|
|
|
|
|
| Economically Disadvantaged |
46 |
2 |
4.3 |
0 |
0 |
2 |
0 |
0 |
|
|
|
|
|
|
|
| High Needs |
126 |
2 |
1.6 |
0 |
0 |
2 |
0 |
0 |
|
|
|
|
|
|
|
| LEP English language learner |
24 |
0 |
0.0 |
0 |
0 |
|
|
|
|
|
|
|
|
|
|
| Students with disabilities |
44 |
2 |
4.5 |
|
0 |
2 |
0 |
0 |
|
|
|
|
|
|
|
| White |
355 |
2 |
0.6 |
1 |
0 |
1 |
0 |
0 |
|
|
|
|
|
|
|
| African American/Black |
21 |
0 |
0.0 |
0 |
|
|
|
|
|
|
|
|
|
|
|
| Asian |
21 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
| Multi-race, non-Hispanic or Latino |
10 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
| Hispanic or Latino |
25 |
1 |
4.0 |
0 |
|
1 |
|
|
|
|
|
|
|
|
|
|
