Summary
Franklin Middle in Franklin, TX, serves 428 students in grades 5 through 8 and is part of the top-performing Franklin Independent School District (Isd), which ranks in the 98th percentile statewide. This school has earned a 5-star rating from SchoolDigger for six consecutive years, placing it in the top 6% of all Texas middle schools, with a current rank of 131 out of 2,335 schools. It boasts a zero percent dropout rate over the last five years, a student-teacher ratio of 12.7:1, and a free/reduced lunch rate of 40.19%, reflecting moderate economic diversity.
When compared to nearby Bremond Middle, Franklin Middle stands out dramatically. Franklin ranks in the 94th percentile statewide, while Bremond sits at the 67th percentile. In academic achievement, Franklin significantly outperforms Bremond in nearly every subject and grade level. For example, in 8th-grade math, Franklin’s proficiency rate is 84.72% versus Bremond’s 44.44%, and in 8th-grade social studies, Franklin’s rate is 59.26% compared to Bremond’s 25%. Franklin also achieves a perfect 100% proficiency rate in Algebra I, indicating exceptional preparation for advanced high school coursework. The school excels in serving diverse student populations, ranking in the 97th percentile for low socio-economic status students and the 92nd percentile for special education students, demonstrating a strong commitment to equity.
One interesting finding is a consistent dip in 7th-grade math proficiency, which dropped to 34.15% in 2025-2026, compared to 62.62% in 6th grade and 84.72% in 8th grade. This pattern over several years suggests a challenging curriculum transition that may need attention. Additionally, while the school’s overall ranking remains elite, there has been a slight decline from the 96th percentile in 2021-2022 to the 94th percentile in 2025-2026. With per-student spending of $12,842 and a low student-teacher ratio, Franklin Middle invests heavily in its students, contributing to its outstanding outcomes, particularly for high-needs subgroups.
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