Summary
Fulton Elementary School is a public elementary school located in Middleton, Michigan, serving grades PK-5 with a total enrollment of 258 students. The school is part of the Fulton Schools district, which is ranked 306 out of 613 districts in Michigan and has a 3-star rating from SchoolDigger.
Fulton Elementary School faces several challenges, including high chronic absenteeism rates ranging from 16.6% to 30.8% over the past few years, significantly higher than the state average and the rates of some nearby schools like Gateway Elementary (29.5%) and Hillcrest Elementary (29.5%). The school's test scores on the M-Step assessments are generally below the state averages, particularly in English Language Arts and Math, with proficiency rates in 3rd grade ELA (37.8%) and Math (37.8%) lower than the state averages (38.9% and 42.7%, respectively). Additionally, Fulton Elementary has a high percentage of students receiving free or reduced-price lunch, ranging from 48.02% to 58.4% over the past few years, significantly higher than the rates of some nearby schools like PewamoWestphalia Elementary (34.13%) and Waldron Elementary and Middle School (20%).
Compared to nearby schools, Fulton Elementary School generally performs worse on key metrics such as test scores, chronic absenteeism, and free/reduced lunch rates. For example, PewamoWestphalia Elementary and Waldron Elementary and Middle School, both within a 14-mile radius, have significantly higher test scores and lower chronic absenteeism rates than Fulton Elementary. Additionally, Fulton Elementary School's performance, as measured by its statewide ranking and SchoolDigger star rating, has declined over the past several years, dropping from 704 out of 1,344 Michigan elementary schools in 2021-2022 to 701 out of 1,488 in 2024-2025, and its star rating has decreased from 2 stars to 3 stars during this period. Despite the relatively high per-student spending at Fulton Elementary School, ranging from $12,295 to $15,161 over the past few years, the school's academic outcomes do not appear to be commensurate with the level of funding, suggesting a need for a closer examination of how resources are being allocated and utilized to support student learning.
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