Summary
Laporte Middle School is a small, standalone public middle school serving grades 6–8 with about 80 students in Laporte, MN, and it is the only middle school in the Laporte Public School District, so district numbers at those grades are the same as the school's own. The school has earned a 1-star rating for six consecutive years, with state percentile ranks ranging from 14 to 26; its 2025-26 rank of 404th of 546 (26th percentile) is the best of that six-year run, though the pattern is flat rather than improving. Notably, the district overall is rated higher than the school itself — 304th of 458, the 34th percentile, 2 stars — suggesting the middle grades are a weaker link than the district's other levels. About 60% of students qualify for free or reduced lunch, and the student-teacher ratio is 10.7.
Test scores trail the state in every subject. In 2025-26, 22.7% of students met standards in math (compared with 44.9% statewide), 37.3% in reading (48.6% statewide), and 4% in science (25.5% statewide). Reading is the relative bright spot, with a gap to the state roughly half that of math or science, and the school sits essentially level with its own district. Math is even across grades and rebounded from 12.82% in 2023-24 to 22.7%, its highest level in four years. Science went the opposite direction, falling from 13.64% to 4%; that drop is driven mainly by 8th grade science, where 4% met standards.
The nearest comparable middle school is Cass Lake-Bena Middle School, about 12 miles away and much larger at 312 students. Laporte outperforms it in math (+18.1 points), reading (+21.8 points) and overall rank (26th vs. 5th percentile), while the two are effectively tied in science (4% vs. 3.3%), both far below the state. Results also differ by group within the school: female students rank at the 46th percentile while male students rank at the 9th (0 stars), a gap that has widened sharply. Families should weigh all of this against the school's size — with 80 students, one student is worth roughly 4 to 5 percentage points, so year-to-year swings can reflect cohort composition as much as instructional change.
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