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COMPARING ENROLLMENTS

VERONICA E CONNOR MIDDLE SCHOOL

2018

K-12 Enrollment: 693

ERIE COUNTY

2018

K-12 Enrollment: 122,233

ENROLLMENT BY GENDER

MALE

348

50%

FEMALE

345

50%

NONBINARY

0

0%

MALE

61,990

51%

FEMALE

60,243

49%

NONBINARY

0

0%

ENROLLMENT BY ETHNICITY

WHITE

604

87%

HISPANIC OR LATINO

26

4%

ASIAN OR NATIVE HAWAIIAN/OTHER PACIFIC ISLANDER

20

3%

AMERICAN INDIAN OR ALASKA NATIVE

2

0%

BLACK OR AFRICAN AMERICAN

11

2%

MULTIRACIAL

30

4%

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 LEARNER

11

2%

STUDENTS WITH DISABILITIES

105

15%

ECONOMICALLY DISADVANTAGED

184

27%

MIGRANT

0

0%

HOMELESS

3

0%

IN FOSTER CARE

1

0%

PARENT IN ARMED FORCES

0

0%

ENGLISH LANGUAGE LEARNER

7,937

6%

STUDENTS WITH DISABILITIES

20,033

16%

ECONOMICALLY DISADVANTAGED

62,782

51%

MIGRANT

13

0%

HOMELESS

1,671

1%

IN FOSTER CARE

196

0%

PARENT IN ARMED FORCES

84

0%

ENROLLMENT BY GRADE

6TH GRADE

224

32%

UNGRADED ELEMENTARY

2

0%

7TH GRADE

208

30%

8TH GRADE

258

37%

UNGRADED SECONDARY

1

0%

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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