|
|
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 |
349 |
6 |
1.7 |
6.3 |
2.7 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Female |
174 |
2 |
1.1 |
0.0 |
5.9 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Male |
175 |
4 |
2.3 |
14.8 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Low Income |
301 |
6 |
2.0 |
6.9 |
3.1 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| High Needs |
310 |
6 |
1.9 |
6.8 |
3.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| LEP English language learner |
52 |
2 |
3.8 |
0.0 |
14.3 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Students with disabilities |
44 |
4 |
9.1 |
|
22.2 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Asian |
7 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
| Hispanic or Latino |
238 |
4 |
1.7 |
4.4 |
3.7 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Multi-race, non-Hispanic or Latino |
15 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
| White |
75 |
2 |
2.7 |
16.7 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| African American/Black |
14 |
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 |
349 |
6 |
1.7 |
4 |
2 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| Female |
174 |
2 |
1.1 |
0 |
2 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| Male |
175 |
4 |
2.3 |
4 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| Low Income |
301 |
6 |
2.0 |
4 |
2 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| High Needs |
310 |
6 |
1.9 |
4 |
2 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| LEP English language learner |
52 |
2 |
3.8 |
0 |
2 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| Students with disabilities |
44 |
4 |
9.1 |
|
2 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| Asian |
7 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
| Hispanic or Latino |
238 |
4 |
1.7 |
2 |
2 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| Multi-race, non-Hispanic or Latino |
15 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
| White |
75 |
2 |
2.7 |
2 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| African American/Black |
14 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
|
