|
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 |
253 |
3 |
1.2 |
2.0 |
0.0 |
4.1 |
0.0 |
0.0 |
|
|
|
|
|
|
|
Female |
125 |
2 |
1.6 |
0.0 |
0.0 |
8.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
Male |
128 |
1 |
0.8 |
4.3 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
Economically Disadvantaged |
70 |
2 |
2.9 |
8.3 |
0.0 |
9.1 |
0.0 |
0.0 |
|
|
|
|
|
|
|
High Needs |
150 |
3 |
2.0 |
3.3 |
0.0 |
7.4 |
0.0 |
0.0 |
|
|
|
|
|
|
|
LEP English language learner |
55 |
3 |
5.5 |
6.7 |
0.0 |
18.2 |
0.0 |
0.0 |
|
|
|
|
|
|
|
Students with disabilities |
59 |
0 |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
Asian |
44 |
0 |
0.0 |
0.0 |
0.0 |
|
0.0 |
0.0 |
|
|
|
|
|
|
|
African American/Black |
42 |
2 |
4.8 |
14.3 |
|
11.1 |
0.0 |
0.0 |
|
|
|
|
|
|
|
Hispanic or Latino |
20 |
1 |
5.0 |
|
|
|
|
|
|
|
|
|
|
|
|
White |
128 |
0 |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
Multi-race, non-Hispanic or Latino |
19 |
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 |
253 |
3 |
1.2 |
1 |
0 |
2 |
0 |
0 |
|
|
|
|
|
|
|
Female |
125 |
2 |
1.6 |
0 |
0 |
2 |
0 |
0 |
|
|
|
|
|
|
|
Male |
128 |
1 |
0.8 |
1 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
|
Economically Disadvantaged |
70 |
2 |
2.9 |
1 |
0 |
1 |
0 |
0 |
|
|
|
|
|
|
|
High Needs |
150 |
3 |
2.0 |
1 |
0 |
2 |
0 |
0 |
|
|
|
|
|
|
|
LEP English language learner |
55 |
3 |
5.5 |
1 |
0 |
2 |
0 |
0 |
|
|
|
|
|
|
|
Students with disabilities |
59 |
0 |
0.0 |
0 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
|
Asian |
44 |
0 |
0.0 |
0 |
0 |
|
0 |
0 |
|
|
|
|
|
|
|
African American/Black |
42 |
2 |
4.8 |
1 |
|
1 |
0 |
0 |
|
|
|
|
|
|
|
Hispanic or Latino |
20 |
1 |
5.0 |
|
|
|
|
|
|
|
|
|
|
|
|
White |
128 |
0 |
0.0 |
0 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
|
Multi-race, non-Hispanic or Latino |
19 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
|