Summary
Frazee Elementary School in Connersville, IN, serves 299 students in grades PK–6 as part of Fayette County School Corporation. In 2025–2026, it ranked 751st of 1,015 Indiana schools—26th percentile with 1 star—down from 59th percentile with 3 stars in 2015–2016. It is the lowest-ranked elementary in its district; Fayette Central Elementary is 49 percentile points higher at 75th percentile with 4 stars.
All-grade ILEARN proficiency at Frazee is 22.84% in English Language Arts, 33.95% in Math, and 26.03% in Science—all below the district’s rates of 38.34%, 43.3%, and 36.18%. Frazee trails every same-district elementary peer in these subjects. The one bright spot is 3rd grade Math, where 55.32% were proficient, above the state’s 51.9% and essentially tied with the district’s 55.41%. Most other grade-level results are weak: 6th grade ELA is 13.89%, 5th grade Math is 21.43%, and 4th grade Science is 27.03%. Among nearby out-of-district schools, Frazee is similar to Rushville Elementary School and Laurel School (both 25th percentile, 1 star) but far below Centerville-Abington Elementary School and Liberty Elementary School (both 71st percentile, 4 stars). Notably, Fayette Central Elementary has similar poverty (71.39% free/reduced lunch) but much higher scores, and Eastview Elementary School has higher poverty (74.24%) yet still outperforms Frazee, suggesting poverty alone does not explain the low achievement.
Chronic absenteeism improved to 16.4% in 2024–2025, below the district’s 24.7% and slightly below the state’s 16.7%—a relative strength. However, 70.57% of students qualify for free/reduced lunch. Per-student spending was $12,570 in 2023–2024, the highest among same-district peers and up 49.6% since 2020–2021, yet outcomes remain low. The student–teacher ratio is 18.4, higher than most peers. Fifth grade Social Studies fell from 53.85% in 2023–2024 to 28.57% in 2025–2026, and all-grade Math lost its earlier edge. Overall, Frazee is a high-poverty, relatively well-funded school with improving attendance but persistent and recently worsening academic outcomes, especially in ELA.
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