|
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 |
593 |
1 |
0.2 |
|
|
0.0 |
0.7 |
0.0 |
0.0 |
|
|
|
|
|
|
Female |
295 |
0 |
0.0 |
|
|
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
Male |
298 |
1 |
0.3 |
|
|
0.0 |
1.5 |
0.0 |
0.0 |
|
|
|
|
|
|
Low Income |
131 |
0 |
0.0 |
|
|
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
High Needs |
212 |
1 |
0.5 |
|
|
0.0 |
1.8 |
0.0 |
0.0 |
|
|
|
|
|
|
LEP English language learner |
27 |
0 |
0.0 |
|
|
0.0 |
0.0 |
|
|
|
|
|
|
|
|
Students with disabilities |
115 |
1 |
0.9 |
|
|
0.0 |
2.9 |
0.0 |
0.0 |
|
|
|
|
|
|
African American/Black |
7 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
American Indian or Alaskan Native |
1 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Asian |
4 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Hispanic or Latino |
23 |
0 |
0.0 |
|
|
0.0 |
|
0.0 |
|
|
|
|
|
|
|
Multi-race, non-Hispanic or Latino |
9 |
0 |
0.0 |
|
|
|
0.0 |
|
|
|
|
|
|
|
|
White |
549 |
1 |
0.2 |
|
|
0.0 |
0.7 |
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 |
593 |
1 |
0.2 |
|
|
0 |
1 |
0 |
0 |
|
|
|
|
|
|
Female |
295 |
0 |
0.0 |
|
|
0 |
0 |
0 |
0 |
|
|
|
|
|
|
Male |
298 |
1 |
0.3 |
|
|
0 |
1 |
0 |
0 |
|
|
|
|
|
|
Low Income |
131 |
0 |
0.0 |
|
|
0 |
0 |
0 |
0 |
|
|
|
|
|
|
High Needs |
212 |
1 |
0.5 |
|
|
0 |
1 |
0 |
0 |
|
|
|
|
|
|
LEP English language learner |
27 |
0 |
0.0 |
|
|
0 |
0 |
|
|
|
|
|
|
|
|
Students with disabilities |
115 |
1 |
0.9 |
|
|
0 |
1 |
0 |
0 |
|
|
|
|
|
|
African American/Black |
7 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
American Indian or Alaskan Native |
1 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Asian |
4 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Hispanic or Latino |
23 |
0 |
0.0 |
|
|
0 |
|
0 |
|
|
|
|
|
|
|
Multi-race, non-Hispanic or Latino |
9 |
0 |
0.0 |
|
|
|
0 |
|
|
|
|
|
|
|
|
White |
549 |
1 |
0.2 |
|
|
0 |
1 |
0 |
0 |
|
|
|
|
|
|
|