|
|
Student Retention (2021-22)
Student Retention by Percent
| Student Group |
Enrolled # |
Retained # |
Retained % |
01 % |
02 % |
03 % |
04 % |
05 % |
06 % |
07 % |
08 % |
09 % |
10 % |
11 % |
12 % |
| All Students |
400 |
6 |
1.5 |
1.2 |
6.2 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Female |
214 |
0 |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Male |
186 |
6 |
3.2 |
2.2 |
12.8 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Low Income |
185 |
5 |
2.7 |
2.7 |
9.8 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| High Needs |
212 |
6 |
2.8 |
2.4 |
11.4 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| LEP English language learner |
23 |
0 |
0.0 |
|
0.0 |
|
|
0.0 |
|
|
|
|
|
|
|
| Students with disabilities |
65 |
5 |
7.7 |
0.0 |
38.5 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Asian |
20 |
0 |
0.0 |
|
|
|
0.0 |
|
|
|
|
|
|
|
|
| Hispanic or Latino |
77 |
5 |
6.5 |
5.0 |
20.0 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| Multi-race, non-Hispanic or Latino |
18 |
0 |
0.0 |
|
0.0 |
|
|
|
|
|
|
|
|
|
|
| White |
273 |
1 |
0.4 |
0.0 |
2.1 |
0.0 |
0.0 |
0.0 |
|
|
|
|
|
|
|
| African American/Black |
12 |
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 |
400 |
6 |
1.5 |
1 |
5 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| Female |
214 |
0 |
0.0 |
0 |
0 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| Male |
186 |
6 |
3.2 |
1 |
5 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| Low Income |
185 |
5 |
2.7 |
1 |
4 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| High Needs |
212 |
6 |
2.8 |
1 |
5 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| LEP English language learner |
23 |
0 |
0.0 |
|
0 |
|
|
0 |
|
|
|
|
|
|
|
| Students with disabilities |
65 |
5 |
7.7 |
0 |
5 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| Asian |
20 |
0 |
0.0 |
|
|
|
0 |
|
|
|
|
|
|
|
|
| Hispanic or Latino |
77 |
5 |
6.5 |
1 |
4 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| Multi-race, non-Hispanic or Latino |
18 |
0 |
0.0 |
|
0 |
|
|
|
|
|
|
|
|
|
|
| White |
273 |
1 |
0.4 |
0 |
1 |
0 |
0 |
0 |
|
|
|
|
|
|
|
| African American/Black |
12 |
0 |
0.0 |
|
|
|
|
|
|
|
|
|
|
|
|
|
