|
Student Retention (2024-25)
Student Retention by Percent
Student Group |
Enrolled # |
Retained # |
Retained % |
01 % |
02 % |
03 % |
04 % |
05 % |
06 % |
07 % |
08 % |
09 % |
10 % |
11 % |
12 % |
All Students |
238 |
5 |
2.1 |
7.7 |
1.9 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
Asian |
22 |
1 |
4.5 |
16.7 |
|
|
|
|
|
|
|
|
|
|
|
Black or African American |
34 |
1 |
2.9 |
12.5 |
0.0 |
|
|
|
0.0 |
|
|
|
|
|
|
Hispanic or Latino |
142 |
3 |
2.1 |
6.9 |
3.2 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
Multi-Race, Not Hispanic or Latino |
6 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
White |
34 |
0 |
0.0 |
0.0 |
|
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
High Needs |
231 |
5 |
2.2 |
7.7 |
2.0 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
English Learners |
123 |
4 |
3.3 |
13.8 |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
Low Income |
202 |
5 |
2.5 |
8.2 |
2.4 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
Students with Disabilities |
54 |
0 |
0.0 |
0.0 |
0.0 |
0.0 |
|
0.0 |
0.0 |
|
|
|
|
|
|
Female |
126 |
4 |
3.2 |
10.7 |
3.7 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
Male |
112 |
1 |
0.9 |
4.2 |
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 |
238 |
5 |
2.1 |
4 |
1 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
Asian |
22 |
1 |
4.5 |
1 |
|
|
|
|
|
|
|
|
|
|
|
Black or African American |
34 |
1 |
2.9 |
1 |
0 |
|
|
|
0 |
|
|
|
|
|
|
Hispanic or Latino |
142 |
3 |
2.1 |
2 |
1 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
Multi-Race, Not Hispanic or Latino |
6 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
White |
34 |
0 |
0.0 |
0 |
|
0 |
0 |
0 |
|
|
|
|
|
|
|
High Needs |
231 |
5 |
2.2 |
4 |
1 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
English Learners |
123 |
4 |
3.3 |
4 |
0 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
Low Income |
202 |
5 |
2.5 |
4 |
1 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
Students with Disabilities |
54 |
0 |
0.0 |
0 |
0 |
0 |
|
0 |
0 |
|
|
|
|
|
|
Female |
126 |
4 |
3.2 |
3 |
1 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
Male |
112 |
1 |
0.9 |
1 |
0 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
|