|
Student Retention (2022-23)
Student Retention by Percent
Student Group |
Enrolled # |
Retained # |
Retained % |
01 % |
02 % |
03 % |
04 % |
05 % |
06 % |
07 % |
08 % |
09 % |
10 % |
11 % |
12 % |
All Students |
204 |
5 |
2.5 |
6.5 |
6.8 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
Female |
93 |
2 |
2.2 |
9.1 |
4.5 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
Male |
111 |
3 |
2.7 |
5.0 |
9.1 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
Low Income |
121 |
3 |
2.5 |
8.7 |
3.6 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
High Needs |
150 |
3 |
2.0 |
8.3 |
2.9 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
LEP English language learner |
43 |
0 |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
Students with disabilities |
32 |
1 |
3.1 |
|
9.1 |
|
0.0 |
0.0 |
|
|
|
|
|
|
|
African American/Black |
32 |
2 |
6.3 |
|
14.3 |
0.0 |
|
|
|
|
|
|
|
|
|
Asian |
16 |
0 |
0.0 |
|
|
|
|
0.0 |
|
|
|
|
|
|
|
Hispanic or Latino |
56 |
3 |
5.4 |
11.1 |
18.2 |
|
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
Multi-race, non-Hispanic or Latino |
11 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
White |
89 |
0 |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
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 |
204 |
5 |
2.5 |
2 |
3 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
Female |
93 |
2 |
2.2 |
1 |
1 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
Male |
111 |
3 |
2.7 |
1 |
2 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
Low Income |
121 |
3 |
2.5 |
2 |
1 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
High Needs |
150 |
3 |
2.0 |
2 |
1 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
LEP English language learner |
43 |
0 |
0.0 |
0 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
|
Students with disabilities |
32 |
1 |
3.1 |
|
1 |
|
0 |
0 |
|
|
|
|
|
|
|
African American/Black |
32 |
2 |
6.3 |
|
1 |
0 |
|
|
|
|
|
|
|
|
|
Asian |
16 |
0 |
0.0 |
|
|
|
|
0 |
|
|
|
|
|
|
|
Hispanic or Latino |
56 |
3 |
5.4 |
1 |
2 |
|
0 |
0 |
0 |
|
|
|
|
|
|
Multi-race, non-Hispanic or Latino |
11 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
White |
89 |
0 |
0.0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
|