Summary
Bartram Academy is a very small high school in Franklin, NC, serving 102 students in grades 9–12 as part of Macon County Schools. For over a decade, it has been one of the lowest-ranked high schools in North Carolina, sitting at the 1st percentile (#655 out of 662) for 2025–26 with a 0-star rating. Recent data show a graduation rate of just 64.9%, chronic absenteeism at 47.7%, and extremely low proficiency rates—only 7.1% in Biology and 16.7% in English II. These outcomes are far below state and district averages, and the school’s subgroup results are uniformly weak, pointing to systemic challenges rather than issues affecting only certain groups of students.
The contrast with nearby schools within the same community is stark. Franklin High, located just four miles away, ranks in the 44th percentile, with proficiency rates of 54.0% in Biology and 62.6% in English II, along with a 94.8% graduation rate. Macon Early College High School, roughly three miles away, ranks in the 79th percentile and posts even stronger scores. While Bartram serves a highly disadvantaged population (91.2% free/reduced lunch), other nearby high-poverty schools like Jackson County Early College and Blue Ridge Early College achieve dramatically better results—Jackson County Early College ranks in the 86th percentile with 87.1% English II proficiency. This shows that poverty alone does not explain Bartram’s performance.
Chronic absenteeism appears to be a central driver, with rates above 60% in recent years meaning most students miss significant instructional time. The student-teacher ratio also worsened dramatically, rising from 11.5 to 34.6 over two years, suggesting staffing capacity problems at a school with only about 100 students. Notably, Bartram’s per-student spending ($11,469) is higher than Franklin High’s ($9,457) and Macon Early College High School’s ($5,764), yet outcomes remain among the worst in the state. Bartram needs a comprehensive, schoolwide intervention focused first on improving attendance and student engagement, then on adding instructional capacity and support systems that can turn around this persistently struggling school.
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