|
|
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 |
224 |
3 |
1.3 |
2.4 |
0.0 |
4.7 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
| Female |
112 |
0 |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
| Male |
112 |
3 |
2.7 |
5.6 |
0.0 |
7.1 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
| Economically Disadvantaged |
161 |
2 |
1.2 |
2.9 |
0.0 |
3.1 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
| High Needs |
213 |
3 |
1.4 |
2.5 |
0.0 |
4.7 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
| LEP English language learner |
129 |
2 |
1.6 |
3.3 |
0.0 |
3.4 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
| Students with disabilities |
27 |
1 |
3.7 |
|
|
14.3 |
|
|
|
|
|
|
|
|
|
| White |
16 |
0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
| African American/Black |
1 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Asian |
4 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Hispanic or Latino |
202 |
3 |
1.5 |
2.9 |
0.0 |
5.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
| Multi-race, non-Hispanic or Latino |
1 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Student Retention by Count
| Student Group |
Enrolled # |
Retained # |
Retained % |
01 # |
02 # |
03 # |
04 # |
05 # |
06 # |
07 # |
08 # |
09 # |
10 # |
11 # |
12 # |
| All Students |
224 |
3 |
1.3 |
1 |
0 |
2 |
0 |
0 |
0 |
|
|
|
|
|
|
| Female |
112 |
0 |
0.0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
| Male |
112 |
3 |
2.7 |
1 |
0 |
2 |
0 |
0 |
0 |
|
|
|
|
|
|
| Economically Disadvantaged |
161 |
2 |
1.2 |
1 |
0 |
1 |
0 |
0 |
0 |
|
|
|
|
|
|
| High Needs |
213 |
3 |
1.4 |
1 |
0 |
2 |
0 |
0 |
0 |
|
|
|
|
|
|
| LEP English language learner |
129 |
2 |
1.6 |
1 |
0 |
1 |
0 |
0 |
0 |
|
|
|
|
|
|
| Students with disabilities |
27 |
1 |
3.7 |
|
|
1 |
|
|
|
|
|
|
|
|
|
| White |
16 |
0 |
0.0 |
0 |
0 |
|
|
|
|
|
|
|
|
|
|
| African American/Black |
1 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Asian |
4 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Hispanic or Latino |
202 |
3 |
1.5 |
1 |
0 |
2 |
0 |
0 |
0 |
|
|
|
|
|
|
| Multi-race, non-Hispanic or Latino |
1 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
