Summary:
Zip code 39653 covers the Meadville, Mississippi area and is served by 4 public schools — Franklin Lower Elementary, Franklin Upper Elementary, Franklin Middle School, and Franklin High School — all part of the Franklin County School District, serving grades PK-12 with 1,147 students combined. The district is rated 2 stars and ranked 84th out of 134 Mississippi districts. This is a high-poverty area: about 79% of students district-wide qualify for free or reduced lunch, ranging from 77.8% at Franklin Lower Elementary to 82.1% at Franklin Upper Elementary.
The standout school is Franklin Lower Elementary, where 3rd grade math proficiency reached 71.4% in 2024-2025 — well above the state's 53.3% — and 3rd grade ELA hit 63%. It also has the district's lowest chronic absenteeism at 16.1%. In contrast, Franklin High School is the district's most concerning school: its ranking fell from the 43rd to 26th percentile, and its 28.5% chronic absenteeism rate is the highest in the district. On a positive note, the high school has a strong 89.1% graduation rate, matching the state, and a favorable student-teacher ratio of 8.7:1. Franklin Middle School has shown inconsistent results — 8th grade science topped the state one year (61.4%) and fell below it the next. Franklin Upper Elementary, with the highest poverty rate, still posted 5th grade ELA results (58.6%) above the state.
The biggest district-wide concern is the math slide: students perform well in 3rd grade but fall far behind by 5th and 6th grade, with proficiency as low as 26.5% versus the state's 52.7%. High school end-of-course scores also trail the state, particularly Biology (42.3% vs. 63.1%) and Algebra I (56.7% vs. 66%). Chronic absenteeism rises steadily with age, from 16.1% in lower elementary to 28.5% in high school. Despite high poverty, there are encouraging outliers, including 72.6% proficiency in U.S. History and strong early-grade reading. With low student-teacher ratios at every school — from 8.7 to 15.1 — the district has the staffing resources to address its challenges if paired with stronger math interventions and attendance efforts.
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