|
|
Student Retention (2020-21)
Student Retention by Percent
| Student Group |
Enrolled # |
Retained # |
Retained % |
01 % |
02 % |
03 % |
04 % |
05 % |
06 % |
07 % |
08 % |
09 % |
10 % |
11 % |
12 % |
| All Students |
315 |
7 |
2.2 |
|
|
|
|
|
|
|
|
1.4 |
1.2 |
1.2 |
5.5 |
| Male |
159 |
5 |
3.1 |
|
|
|
|
|
|
|
|
0.0 |
2.1 |
2.5 |
7.5 |
| Female |
156 |
2 |
1.3 |
|
|
|
|
|
|
|
|
2.6 |
0.0 |
0.0 |
3.0 |
| Economically Disadvantaged |
241 |
5 |
2.1 |
|
|
|
|
|
|
|
|
1.7 |
1.4 |
1.6 |
4.2 |
| High Needs |
291 |
6 |
2.1 |
|
|
|
|
|
|
|
|
1.4 |
1.3 |
1.3 |
4.6 |
| LEP English language learner |
151 |
1 |
0.7 |
|
|
|
|
|
|
|
|
0.0 |
0.0 |
0.0 |
2.7 |
| Students with disabilities |
41 |
1 |
2.4 |
|
|
|
|
|
|
|
|
0.0 |
0.0 |
0.0 |
10.0 |
| African American/Black |
21 |
0 |
0.0 |
|
|
|
|
|
|
|
|
0.0 |
0.0 |
|
|
| Multi-race, non-Hispanic or Latino |
2 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| White |
2 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Hispanic or Latino |
289 |
7 |
2.4 |
|
|
|
|
|
|
|
|
1.6 |
1.3 |
1.3 |
5.6 |
| American Indian or Alaskan Native |
1 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Student Retention by Count
| Student Group |
Enrolled # |
Retained # |
Retained % |
01 # |
02 # |
03 # |
04 # |
05 # |
06 # |
07 # |
08 # |
09 # |
10 # |
11 # |
12 # |
| All Students |
315 |
7 |
2.2 |
|
|
|
|
|
|
|
|
1 |
1 |
1 |
4 |
| Male |
159 |
5 |
3.1 |
|
|
|
|
|
|
|
|
0 |
1 |
1 |
3 |
| Female |
156 |
2 |
1.3 |
|
|
|
|
|
|
|
|
1 |
0 |
0 |
1 |
| Economically Disadvantaged |
241 |
5 |
2.1 |
|
|
|
|
|
|
|
|
1 |
1 |
1 |
2 |
| High Needs |
291 |
6 |
2.1 |
|
|
|
|
|
|
|
|
1 |
1 |
1 |
3 |
| LEP English language learner |
151 |
1 |
0.7 |
|
|
|
|
|
|
|
|
0 |
0 |
0 |
1 |
| Students with disabilities |
41 |
1 |
2.4 |
|
|
|
|
|
|
|
|
0 |
0 |
0 |
1 |
| African American/Black |
21 |
0 |
0.0 |
|
|
|
|
|
|
|
|
0 |
0 |
|
|
| Multi-race, non-Hispanic or Latino |
2 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| White |
2 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Hispanic or Latino |
289 |
7 |
2.4 |
|
|
|
|
|
|
|
|
1 |
1 |
1 |
4 |
| American Indian or Alaskan Native |
1 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
