COMPARING ENROLLMENTS

HOLLAND CSD

2018

K-12 Enrollment: 881

ERIE COUNTY

2018

K-12 Enrollment: 122,233

ENROLLMENT BY GENDER

MALE

453

51%

FEMALE

428

49%

MALE

61,990

51%

FEMALE

60,243

49%

ENROLLMENT BY ETHNICITY

WHITE

838

95%

HISPANIC OR LATINO

23

3%

ASIAN OR NATIVE HAWAIIAN/OTHER PACIFIC ISLANDER

2

0%

AMERICAN INDIAN OR ALASKA NATIVE

3

0%

BLACK OR AFRICAN AMERICAN

4

0%

MULTIRACIAL

11

1%

WHITE

75,105

61%

HISPANIC OR LATINO

11,300

9%

ASIAN OR NATIVE HAWAIIAN/OTHER PACIFIC ISLANDER

6,278

5%

AMERICAN INDIAN OR ALASKA NATIVE

1,028

1%

BLACK OR AFRICAN AMERICAN

24,224

20%

MULTIRACIAL

4,298

4%

OTHER GROUPS

ENGLISH LANGUAGE LEARNERS

STUDENTS WITH DISABILITIES

143

16%

ECONOMICALLY DISADVANTAGED

269

31%

ENGLISH LANGUAGE LEARNERS

7,937

6%

STUDENTS WITH DISABILITIES

20,033

16%

ECONOMICALLY DISADVANTAGED

62,782

51%

ENROLLMENT BY GRADE

PRE-K (HALF DAY)

31

4%

K (FULL DAY)

64

7%

1ST GRADE

59

7%

2ND GRADE

70

8%

3RD GRADE

64

7%

4TH GRADE

64

7%

5TH GRADE

70

8%

6TH GRADE

79

9%

7TH GRADE

69

8%

8TH GRADE

60

7%

9TH GRADE

58

7%

10TH GRADE

82

9%

11TH GRADE

65

7%

12TH GRADE

74

8%

UNGRADED SECONDARY

3

0%

PRE-K (HALF DAY)

2,546

2%

PRE-K (FULL DAY)

2,231

2%

K (HALF DAY)

1

0%

K (FULL DAY)

9,312

8%

1ST GRADE

9,035

7%

2ND GRADE

9,088

7%

3RD GRADE

9,295

8%

4TH GRADE

9,213

8%

5TH GRADE

9,333

8%

6TH GRADE

9,190

8%

UNGRADED ELEMENTARY

469

0%

7TH GRADE

9,136

7%

8TH GRADE

9,380

8%

9TH GRADE

9,738

8%

10TH GRADE

9,584

8%

11TH GRADE

9,314

8%

12TH GRADE

9,315

8%

UNGRADED SECONDARY

830

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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