Summary:
Lorain Preparatory Academy is the only school in the Lorain Preparatory Academy district — a standalone K–8 campus of 416 students on Leavitt Rd in Lorain, Ohio, with no separate middle, high, or alternative school, so there is nothing else in the area to compare it against. The school reports a student–teacher ratio of 18.9:1, which works out to roughly 22 teaching staff for its 416 students across nine grade levels. Its per-student spending figure is from 2018-19, seven years older than the latest test data, and free/reduced-price lunch is not reported at all, so the usual poverty context is unavailable here.
On the 2025-26 Ohio State Tests, the school's average across 14 tested subject-and-grade combinations was 28.7% proficient, against a state average of 60.1% — a gap of about 31 points. The pattern is a clear grade-level split. Grades 3 and 4 are comparatively stronger: 4th grade math came in at 48.7% and 3rd and 4th grade English Language Arts at 43.8% and 43.6%, each 18 to 23 points below the state. Grades 6 through 8 are much weaker, with no tested subject reaching 25%, and 7th grade math at just 11.1% against a state figure of 48.6%. Science is the weakest subject at both tested grades, trailing the state by 41 to 48 points. A year earlier, 3rd grade ELA scored exactly at the state level (61.4% vs. 61.3%), the only time in two years the school matched the state.
The most striking number in the record is chronic absenteeism: 52.3% of students in 2025-26, meaning more than half the student body is chronically absent. Ranking figures point the same direction but disagree with each other — the district roll-up places the school at the 7th percentile of 773 Ohio districts with zero stars, while the school-level rank history shows the 16th percentile with one star for 2025-26. Overall proficiency was essentially flat between the two years available (28.8% then 28.7%), so the school is holding steady rather than declining, but steady at a low level. Parents should note that some large single-year swings in individual grades look largely cohort-driven, and with only two years of test data and single years for absenteeism and staffing, trends are hard to call.
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