Original Research by School Decision on Renew Scitech Academy at Laurel
ReNEW SciTech Academy at Laurel is a district of one school that serves pre-kindergarten through eighth grade in New Orleans. The school enrolls a sizeable student body for its grade band. The student population is predominantly Black, with a smaller share of Hispanic students, a very small number of white students, and a small number of students identifying as two or more races. Data on how many students qualify for free or reduced-price lunch, receive special education services, or are English learners was not available, so a parent may want to ask the school about its full support profile directly.
The school recently underwent a significant rebranding. According to publicly reported information, ReNEW SciTech Academy changed its name back to Laurel Elementary, restoring the school's original mascot and colors. This was described as a move to reconnect with the community's roots and will affect how the school is referred to in performance data. The same source reported that the school earned a top academic growth rating from the Louisiana Department of Education for the school year ending in 2022, which points to strong year-over-year progress in student learning.
State assessment results for ReNEW SciTech Academy at Laurel were not available in the data provided, so the narrative cannot describe current proficiency levels. The absence of this data means a parent should look directly at the most recent school report card from the state to understand how tested subjects measure up. Because the school serves only up to eighth grade, it has no high school graduation rate to report.
When placed among other districts in Orleans Parish, this school stands out in two measured areas. Its rate of chronic absenteeism falls in the bottom quartile, meaning a higher share of students miss substantial amounts of school compared to most other districts in the parish. This is a soft spot worth a parent's attention. On the financial side, its per-pupil spending ranks in the upper range among the parish's districts, which may reflect a focused investment in its programs and student supports.
What the available data does not include is as notable as what it does. There is no information on discipline rates, course access, staffing ratios, or attendance figures beyond the chronic absenteeism metric. The locale brief is also absent, so there is no way to describe the immediate neighborhood or housing market context from this data. The school environment and access section is largely blank.
Given that this is a single-school district with roots in a community identity shift, a parent considering it should seek out current performance data, talk to the school about its attendance challenges, and learn what programs and supports are in place for the grades served. The available information suggests a school that has prioritized academic growth in recent years and is reasserting its local identity, but leaves several practical questions unanswered.
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