The top reported proficiency rate is 42% in Math.
Original Research by School Decision on Deming Elementary
Deming Elementary sits on Cheyenne's west side, serving children from prekindergarten through third grade. It is a small school, with roughly a hundred students spread across five early-childhood grade levels. The student body is predominantly white, with a substantial Hispanic presence and a small number of students identifying as Native Hawaiian or Pacific Islander or two or more races. A modest share of students qualify for free or reduced-price meals. The school does not carry a charter or magnet designation. It is part of Laramie County School District #1, the public district covering Cheyenne and surrounding areas.
Because Deming ends at third grade, the only state testing results available come from the WY-TOPP assessment given to third graders in math and English language arts. The proficiency rate in both subjects sits in the same range, with just under half of the tested third graders reaching proficient or above. The number of students tested is very small, which means a single child's performance shifts the rate noticeably, and parents should read these results with that context in mind. Compared against the Laramie County district cohort, Deming's overall proficiency lands in the lower portion of the group. This is a factual observation about where the school stands, and a parent may want to ask the school how it supports early literacy and numeracy growth, particularly given how formative these years are. No graduation rate applies here, and no chronic absenteeism figure was reported.
The school shares its campus context with the broader Cheyenne community. Cheyenne is Wyoming's capital and largest city, a government and military town shaped by its railroad origins. F.E. Warren Air Force Base anchors the west side, state government offices cluster downtown, and the Union Pacific corridor still runs through the city's center. Publicly reported sources describe a spread-out, low-density Western city where daily life is largely automobile-oriented outside the historic downtown grid. The Cheyenne Frontier Days rodeo brings a major cultural event each summer, and institutions like the Wyoming State Museum and the Cheyenne Depot Museum give the city civic anchors beyond government and military functions.
Housing in the school's zip code sits slightly below the Wyoming state benchmark and the national benchmark, making it relatively approachable by price compared with many places in the country. Rents are modest, and the gap between an estimated monthly mortgage payment and a typical rent payment is wide, meaning renting costs substantially less than buying at current interest rates. Home values have been climbing at a healthy year-over-year clip, suggesting some demand pressure in the local market. For a family considering the area, this means purchase prices are not extreme by national standards but carrying costs with current mortgage rates remain a real factor.
Several data gaps are worth naming plainly. The school's Title I status was not reported, so we cannot say whether it receives federal funding targeted at schools with higher shares of low-income students. Special-population data, including individualized education program counts and English-learner counts, were not available. Staffing, attendance, discipline, and course-access information were also not provided. We looked for recent district-level changes through the district brief but found little of lasting impact, so we left that section out rather than speculate. No program offerings were listed, which limits what can be said about extracurriculars, interventions, or specialized instruction.
What the available picture does convey is a small early-childhood school in a capital-city setting, serving a community where government, military, and transportation define the local economy. The academic results from third grade are modest relative to neighboring Laramie County schools, and the testing pool is small enough that those results should be treated as a starting question rather than a final judgment. Families considering Deming would benefit from visiting and asking directly about early-grade literacy supports, classroom resources, and how the school transitions its third graders into the upper-elementary buildings in the district.
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