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Uplift Education - Laureate Prep Middle School (Closed 2013)

2020 N Lamar St Ste 100, Ste 5
Dallas, TX 75207
The percentage of students achieving proficiency in math was ≥95% (which was higher than the Texas state average of 83%). The percentage of students achieving proficiency in reading/language arts was 85-89% (which was approximately equal to the Texas state average of 88%).

School Overview

Grades Offered
Grades 6-8
Total Students (11-12)
84 students
Total Classroom Teachers
2 teachers

School Rankings

This School
State Level (TX)
(11-12)
≥95%
83%
(11-12)
85-89%
88%
Student : Teacher Ratio
n/a
14:1
American Indian
(11-12)
n/a
n/a
Asian
(11-12)
3%
4%
Hispanic
(11-12)
68%
51%
Black
(11-12)
19%
13%
White
(11-12)
8%
31%
Hawaiian
(11-12)
n/a
n/a
Two or more races
(11-12)
2%
1%
n/a
Eligible for Free Lunch (11-12)
75%
44%
Eligible for Reduced Lunch (11-12)
6%
7%
School Statewide Testing
School District Name
Uplift Education School District
Source: National Center for Education Statistics (NCES), TX Dept. of Education

Frequently Asked Questions

What percent of students have achieved state testing proficiency in math and reading?
≥95% of students have achieved math proficiency (compared to the 83% TX state average), while 85-89% of students have achieved reading proficiency (compared to the 88% TX state average).
How many students attend Uplift Education - Laureate Prep Middle School?
84 students attend Uplift Education - Laureate Prep Middle School.
What is the racial composition of the student body?
68% of Uplift Education - Laureate Prep Middle School students are Hispanic, 19% of students are Black, 8% of students are White, 3% of students are Asian, and 2% of students are Two or more races.
What grades does Uplift Education - Laureate Prep Middle School offer ?
Uplift Education - Laureate Prep Middle School offers enrollment in grades 6-8
What school district is Uplift Education - Laureate Prep Middle School part of?
Uplift Education - Laureate Prep Middle School is part of Uplift Education School District.

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