COMPARING ENROLLMENTS

SALMON RIVER CSD

2014

K-12 Enrollment: 1,471

FRANKLIN COUNTY

2014

K-12 Enrollment: 7,319

ENROLLMENT BY GENDER

MALE

754

51%

FEMALE

717

49%

MALE

3,799

52%

FEMALE

3,520

48%

ENROLLMENT BY ETHNICITY

WHITE

497

34%

HISPANIC OR LATINO

7

0%

ASIAN OR NATIVE HAWAIIAN/OTHER PACIFIC ISLANDER

3

0%

AMERICAN INDIAN OR ALASKA NATIVE

955

65%

BLACK OR AFRICAN AMERICAN

1

0%

MULTIRACIAL

8

1%

WHITE

6,161

84%

HISPANIC OR LATINO

30

0%

ASIAN OR NATIVE HAWAIIAN/OTHER PACIFIC ISLANDER

50

1%

AMERICAN INDIAN OR ALASKA NATIVE

993

14%

BLACK OR AFRICAN AMERICAN

39

1%

MULTIRACIAL

46

1%

OTHER GROUPS

ENGLISH LANGUAGE LEARNERS

STUDENTS WITH DISABILITIES

240

16%

ECONOMICALLY DISADVANTAGED

1,173

80%

ENGLISH LANGUAGE LEARNERS

6

0%

STUDENTS WITH DISABILITIES

1,201

16%

ECONOMICALLY DISADVANTAGED

4,029

55%

ENROLLMENT BY GRADE

PRE-K (HALF DAY)

36

2%

PRE-K (FULL DAY)

48

3%

K (FULL DAY)

119

8%

1ST GRADE

99

7%

2ND GRADE

116

8%

3RD GRADE

106

7%

4TH GRADE

110

7%

5TH GRADE

134

9%

6TH GRADE

118

8%

UNGRADED ELEMENTARY

4

0%

7TH GRADE

113

8%

8TH GRADE

104

7%

9TH GRADE

120

8%

10TH GRADE

105

7%

11TH GRADE

125

8%

12TH GRADE

86

6%

UNGRADED SECONDARY

12

1%

PRE-K (HALF DAY)

147

2%

PRE-K (FULL DAY)

173

2%

K (FULL DAY)

572

8%

1ST GRADE

538

7%

2ND GRADE

562

8%

3RD GRADE

539

7%

4TH GRADE

548

7%

5TH GRADE

520

7%

6TH GRADE

523

7%

UNGRADED ELEMENTARY

15

0%

7TH GRADE

563

8%

8TH GRADE

552

8%

9TH GRADE

602

8%

10TH GRADE

579

8%

11TH GRADE

576

8%

12TH GRADE

593

8%

UNGRADED SECONDARY

37

1%

Enrollment Suppression

When the Total Students count equals the count in the English Language Learner Students, Students with Disabilities, and/or Economically Disadvantaged Students category, the data are suppressed.

When the count of students in either the English Language Learner, Students with Disabilities, and/or Economically Disadvantaged Students category is less than 5, the data are suppressed.

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