Raymore-peculiar Ninth Gr Center serves 486 students in grades 9.
The student:teacher ratio of 17:1 is higher than the Missouri state level of 12:1.
Minority enrollment is 35% of the student body (majority Black), which is higher than the Missouri state average of 32% (majority Black).
Quick Stats (2025)
- Grades: 9
- Enrollment: 486 students
- Student:Teacher Ratio: 17:1
- Minority Enrollment: 35%
- Source: National Center for Education Statistics (NCES), MO Dept. of Education
School Overview
Grades Offered
Grades 9
Total Students
486 students
Gender %
Total Classroom Teachers
28 teachers
School Rankings
The diversity score of Raymore-peculiar Ninth Gr Center is 0.54, which is more than the diversity score at state average of 0.51. The school's diversity has stayed relatively flat over five school years.
Student : Teacher Ratio
17:1
12:1
American Indian
n/a
n/a
Asian
1%
2%
Hispanic
11%
8%
Black
15%
15%
White
65%
68%
Hawaiian
n/a
1%
Two or more races
8%
6%
All Ethnic Groups
Eligible for Free Lunch
17%
42%
Eligible for Reduced Lunch
7%
7%
School Statewide Testing
School District Name
Source: National Center for Education Statistics (NCES), MO Dept. of Education
Profile last updated: 02/09/2025
Frequently Asked Questions
How many students attend Raymore-peculiar Ninth Gr Center?
486 students attend Raymore-peculiar Ninth Gr Center.
What is the racial composition of the student body?
65% of Raymore-peculiar Ninth Gr Center students are White, 15% of students are Black, 11% of students are Hispanic, 8% of students are Two or more races, and 1% of students are Asian.
What is the student:teacher ratio of Raymore-peculiar Ninth Gr Center?
Raymore-peculiar Ninth Gr Center has a student ration of 17:1, which is higher than the Missouri state average of 12:1.
What grades does Raymore-peculiar Ninth Gr Center offer ?
Raymore-peculiar Ninth Gr Center offers enrollment in grades 9
What school district is Raymore-peculiar Ninth Gr Center part of?
Raymore-peculiar Ninth Gr Center is part of Raymore-Peculiar R-II School District.
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