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COMPARING ENROLLMENTS

HIGHLAND ELEMENTARY SCHOOL

2019

K-12 Enrollment: 339

ERIE COUNTY

2019

K-12 Enrollment: 121,786

ENROLLMENT BY GENDER

MALE

167

49%

FEMALE

172

51%

NONBINARY

0

0%

MALE

61,796

51%

FEMALE

59,990

49%

NONBINARY

0

0%

ENROLLMENT BY ETHNICITY

WHITE

304

90%

HISPANIC OR LATINO

16

5%

ASIAN OR NATIVE HAWAIIAN/OTHER PACIFIC ISLANDER

4

1%

AMERICAN INDIAN OR ALASKA NATIVE

5

1%

BLACK OR AFRICAN AMERICAN

1

0%

MULTIRACIAL

9

3%

WHITE

73,643

60%

HISPANIC OR LATINO

11,782

10%

ASIAN OR NATIVE HAWAIIAN/OTHER PACIFIC ISLANDER

6,672

5%

AMERICAN INDIAN OR ALASKA NATIVE

998

1%

BLACK OR AFRICAN AMERICAN

24,039

20%

MULTIRACIAL

4,652

4%

OTHER GROUPS

ENGLISH LANGUAGE LEARNER

1

0%

STUDENTS WITH DISABILITIES

57

17%

ECONOMICALLY DISADVANTAGED

159

47%

MIGRANT

0

0%

HOMELESS

0

0%

IN FOSTER CARE

0

0%

PARENT IN ARMED FORCES

3

1%

ENGLISH LANGUAGE LEARNER

8,128

7%

STUDENTS WITH DISABILITIES

20,162

17%

ECONOMICALLY DISADVANTAGED

62,663

51%

MIGRANT

20

0%

HOMELESS

879

1%

IN FOSTER CARE

194

0%

PARENT IN ARMED FORCES

150

0%

ENROLLMENT BY GRADE

K (FULL DAY)

55

16%

1ST GRADE

50

15%

2ND GRADE

53

16%

3RD GRADE

64

19%

4TH GRADE

59

17%

5TH GRADE

53

16%

UNGRADED ELEMENTARY

5

1%

K (FULL DAY)

9,175

8%

1ST GRADE

9,409

8%

2ND GRADE

8,984

7%

3RD GRADE

9,115

7%

4TH GRADE

9,291

8%

5TH GRADE

9,205

8%

6TH GRADE

9,392

8%

UNGRADED ELEMENTARY

451

0%

7TH GRADE

9,287

8%

8TH GRADE

9,184

8%

9TH GRADE

9,363

8%

10TH GRADE

9,599

8%

11TH GRADE

9,259

8%

12TH GRADE

9,270

8%

UNGRADED SECONDARY

802

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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