麻豆果冻传媒

District 029 - Dawson County Elementary School (Closed 2023)

75795 Hwy 21
Cozad, NE 69130
District 029 - Dawson County Elementary School serves 32 students in grades Prekindergarten-8. 
The student-teacher ratio of 11:1 was lower than the Nebraska state level of 12:1.
Minority enrollment was 31% of the student body (majority Hispanic), which was lower than the Nebraska state average of 38% (majority Hispanic).
<麻豆果冻传媒 class='so-dt-title' id="overview">School Overview
Grades Offered
Grades Prekindergarten-8
Total Students
32 students
Total Classroom Teachers
3 teachers
<麻豆果冻传媒 class='so-dt-title' id="school-rankings">School Rankings
This School
State Level (NE)
Student-Teacher Ratio
11:1
12:1
American Indian
3%
1%
Asian
n/a
3%
Hispanic
25%
22%
Black
3%
7%
White
69%
62%
Hawaiian
n/a
n/a
Two or more races
n/a
5%
All Ethnic Groups
0.46
Eligible for Free Lunch
19%
38%
Eligible for Reduced Lunch
19%
8%
School Statewide Testing
School District Name
District 029 - Dawson County
Source: National Center for Education Statistics (NCES), NE Dept. of Education
<麻豆果冻传媒 class='so-dt-title' id='faq'>Frequently Asked Questions
How many students attend District 029 - Dawson County Elementary School?
32 students attend District 029 - Dawson County Elementary School.
What is the racial composition of the student body?
69% of District 029 - Dawson County Elementary School students are White, 25% of students are Hispanic, 3% of students are American Indian, and 3% of students are Black.
What is the student-teacher ratio of District 029 - Dawson County Elementary School?
District 029 - Dawson County Elementary School has a student ration of 11:1, which is lower than the Nebraska state average of 12:1.
What grades does District 029 - Dawson County Elementary School offer ?
District 029 - Dawson County Elementary School offers enrollment in grades Prekindergarten-8
What school district is District 029 - Dawson County Elementary School part of?
District 029 - Dawson County Elementary School is part of District 029 - Dawson County.

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