How do these schools compare?
| Metric | Hendersonville High School | Sumner County Middle Technical College High School at Portla |
|---|---|---|
| Location | Hendersonville, TN | Portland, TN |
| School Type | regular | vocational |
| Grade Level | high | high |
| Enrollment | 1,410 | 26 |
| Student:Teacher Ratio | 16.5:1 | — |
| Free/Reduced Lunch | — | — |
| Charter School | No | No |
| Magnet School | No | No |
| Title I | No | No |
Funding
Per-pupil expenditure reflects district-level spending. Source: NCES Finance Survey.
| Metric | Hendersonville High School | Sumner County Middle Technical College High School at Portla |
|---|---|---|
| District Per-Pupil Expenditure | $11,062 | $11,062 |
| District | Sumner County | Sumner County |
Demographics
Source: CCD Membership 2024-25 CCD Membership 2024-25
| Group | Hendersonville High School | Sumner County Middle Technical College High School at Portla |
|---|---|---|
| White | 71.3% | 84.6% |
| African American | 10.9% | 3.8% |
| Hispanic or Latino | 11.8% | 7.7% |
| Asian | 2.3% | 0.0% |
| American Indian / Alaska Native | 0.6% | 3.8% |
| Pacific Islander | 0.1% | 0.0% |
| Multiracial | 2.9% | 0.0% |
Academic Resources & Climate
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Metric | Hendersonville High School | Sumner County Middle Technical College High School at Portla |
|---|---|---|
| AP Courses Offered | 17 | — |
| Gifted Program | No | No |
| Counselor Ratio | 352.5:1 | — |
| Chronic Absenteeism | 27.4% | — |
| IDEA Students | — | — |
| In-School Suspensions | 214 | 0 |
Data Sources: NCES Common Core of Data (CCD) 2023-24 for enrollment and school characteristics. Civil Rights Data Collection (CRDC) 2021-22 for AP courses, counselors, absenteeism, and discipline. NCES Finance Survey for per-pupil expenditure. Some fields may be unavailable for all schools.
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Source: U.S. Department of Education NCES Common Core of Data + F-33 finance + Civil Rights Data Collection Compiled and formatted by PlainSchools Editorial.