Charter / independent LEAOpen

Reaching All Minds Academy

Durham County, North Carolina · Grades K-8

Address
2703 Holloway St., Durham, NC 27703
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NCES agency ID
3700363
1
School
391
Students
--
Teachers (FTE)
--
Student–teacher ratio
1
Charter schools

Enrollment and school counts are the state’s 2024-2025figures where reported, otherwise the federal NCES directory.

Student Demographics

Hispanic 73.91%Black 13.3%White 11.51%Two+ Races 1.02%Native Am. 0.26%
Hispanic: 73.91% (289) Black: 13.3% (52) White: 11.51% (45) Two+ Races: 1.02% (4) Native Am.: 0.26% (1)
Hispanic73.91%
Black13.3%
White11.51%
Two+ Races1.02%
Native Am.0.26%

Gender Distribution

Total Students: 391
44.76%175 Female
55.24%216 Male

Student counts for Reaching All Minds Academy, 2024-2025, from the NCES Common Core of Data. Percentages are of 391 students and may not total 100% because of rounding.

Students

Regular attendance 69.48%Chronically absent 30.52%
Regular attendance: 69.48% (280) Chronically absent: 30.52% (123)
Regular attendance69.48%
Chronically absent30.52%

Student Population

Students Counted: 403
52.17%204 English learners

Student indicators for Reaching All Minds Academy, 2024-2025, from the North Carolina School Report Cards. Attendance is out of the 403 students DPI counted, added up from the district’s own schools. A student is chronically absent after missing 10% or more of the days enrolled; the other measures overlap it and each other.

Teachers

Experienced 100%
Experienced: 100% (9)
Experienced100%

Licensing & Certification

Total Teachers: 9 FTE
100%Fully licensed
0%Emergency or provisional
0%0 teachers certified

Teacher figures for Reaching All Minds Academy, 2024-2025, from the North Carolina School Report Cards. Counts are full-time equivalents, not headcount, added up from the district’s own schools. Licensing and certification percentages are each out of 9 FTE.

Schools in Reaching All Minds Academy

1 schools

Directory figures are from the NCES Common Core of Data (CCD), U.S. Department of Education for 2024-2025.Methodology →