|
|
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 |
321 |
2 |
0.6 |
|
|
2.3 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Female |
168 |
1 |
0.6 |
|
|
2.2 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Male |
153 |
1 |
0.7 |
|
|
2.3 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Low Income |
148 |
1 |
0.7 |
|
|
2.9 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| High Needs |
187 |
1 |
0.5 |
|
|
2.3 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| LEP English language learner |
21 |
1 |
4.8 |
|
|
10.0 |
0.0 |
|
|
|
|
|
|
|
|
| Students with disabilities |
80 |
0 |
0.0 |
|
|
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Asian |
5 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Hispanic or Latino |
58 |
0 |
0.0 |
|
|
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Multi-race, non-Hispanic or Latino |
12 |
0 |
0.0 |
|
|
|
0.0 |
|
|
|
|
|
|
|
|
| White |
240 |
1 |
0.4 |
|
|
1.4 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| African American/Black |
4 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| American Indian or Alaskan Native |
2 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Student Retention by Count
| Student Group |
Enrolled # |
Retained # |
Retained % |
01 # |
02 # |
03 # |
04 # |
05 # |
06 # |
07 # |
08 # |
09 # |
10 # |
11 # |
12 # |
| All Students |
321 |
2 |
0.6 |
|
|
2 |
0 |
0 |
|
|
|
|
|
|
|
| Female |
168 |
1 |
0.6 |
|
|
1 |
0 |
0 |
|
|
|
|
|
|
|
| Male |
153 |
1 |
0.7 |
|
|
1 |
0 |
0 |
|
|
|
|
|
|
|
| Low Income |
148 |
1 |
0.7 |
|
|
1 |
0 |
0 |
|
|
|
|
|
|
|
| High Needs |
187 |
1 |
0.5 |
|
|
1 |
0 |
0 |
|
|
|
|
|
|
|
| LEP English language learner |
21 |
1 |
4.8 |
|
|
1 |
0 |
|
|
|
|
|
|
|
|
| Students with disabilities |
80 |
0 |
0.0 |
|
|
0 |
0 |
0 |
|
|
|
|
|
|
|
| Asian |
5 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Hispanic or Latino |
58 |
0 |
0.0 |
|
|
0 |
0 |
0 |
|
|
|
|
|
|
|
| Multi-race, non-Hispanic or Latino |
12 |
0 |
0.0 |
|
|
|
0 |
|
|
|
|
|
|
|
|
| White |
240 |
1 |
0.4 |
|
|
1 |
0 |
0 |
|
|
|
|
|
|
|
| African American/Black |
4 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| American Indian or Alaskan Native |
2 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
