Enrollment Trends at Paul Mitchell the School-Madison

The student population at Paul Mitchell the School-Madison is 45 (all undergraduate). The number of students has increased by 29 over the past decade.
The female to male ratio is 1.50 to 1 which means that female students enrolled more than male students. All students have enrolled in on-campus classes (Paul Mitchell the School-Madison does not offer online degree/certificate program).

Student Population Changes

The average student population over the last 9 years is 45 where 45 students are attending the school for the academic year 2022-2023.
The female to male ratio is 1.50 to 1 and it means that there are more female students enrolled in Paul Mitchell the School-Madison than male students.
The following table and chart illustrate the changes in student population by gender at Paul Mitchell the School-Madison since 2015.
YearTotalMenWomen
2015-1616214
2016-1746
30
1
-1
45
31
2017-1851
5
13
12
38
-7
2018-1953
2
10
-3
43
5
2019-2046
-7
11
1
35
-8
2020-2138
-8
8
-3
30
-5
2021-2261
23
16
8
45
15
2022-2345
-16
18
2
27
-18
Average451035
Paul Mitchell the School-Madison Enrollment Trends Chart

Enrollment by Race/Ethnicity Changes

The percentage of white students is 48.89% and the percentage of black students is 22.22% at Paul Mitchell the School-Madison. 8.89% of enrolled students is Asian.
The following table and chart illustrate the student population trends by race/ethnicity at Paul Mitchell the School-Madison over the past 9 years (2015-2023).
YearAmerican Indian or Native AmericanAsianBlackHispanicNative Hawaiian or Other Pacific IslanderWhiteTwo or More Races
2015-1600500110
2016-1702920282
2017-1801990264
2018-19201070331
2019-20211060234
2020-2102850202
2021-22031390332
2022-23141060222
Average12960252
Paul Mitchell the School-Madison Enrollment by Race Trends Chart

Distance Learning (Online Courses) Enrollment Changes

Paul Mitchell the School-Madison does not offer online degree/certificate programs. All Students have enrolled in on-campus programs.
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