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Fannin Elementary School in Bryan, TX
(PK-05 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 35
Address
 1200 BAKER AVE
Bryan, TX 77803
Telephone
(979) 209-3800
(make sure to verify first before calling)
Website
http://fannin.bryanisd.org/
City-data.com school rating
35
Students
486
Classroom Teachers (FTE)
31.9
Free lunch eligible students
416
Reduced-price lunch
eligible students
28
School district
BRYAN ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
BRYAN COLLEGIATE H S (1.7 miles):

67
HARMONY SCIENCE ACADEMY - BRYAN (1.4 miles):

50
HENDERSON EL (1.1 miles):

39
Fannin Elementary School:

35
BRAZOS SCHOOL FOR INQUIRY AND CREATIVITY BRYAN/COL (0.7 miles):

29
STEPHEN F AUSTIN (0.4 miles):

21
NEAL EL (1.1 miles):

20
ARROW ACADEMY - SAVE OUR STREETS CENTER (1.1 miles):

10
ANSON JONES EL (1.1 miles):

10
Fannin Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Brazos County:

50
Bryan:

34
Fannin Elementary School:

35

Students & Teachers


Total enrollment:
Enrollment in 2016: 486
Enrollment in 2015: 476
Enrollment in 2014: 465
Enrollment in 2013: 384
Enrollment in 2012: 436
Enrollment in 2011: 464
Enrollment in 2010: 501
Enrollment in 2009: 505
Enrollment in 2008: 530
Enrollment in 2007: 522
Enrollment in 2006: 500
Enrollment in 2005: 476
Enrollment in 2004: 539
Enrollment in 2003: 512
Enrollment in 2002: 453
Enrollment in 2001: 518
Enrollment in 2000: 507
Enrollment in 1999: 506

Fannin Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students41907487725765486
Female students16422933263132209
Male students25484554462633277
American Indian/Alaska Native students - 1 - - - - - 1
Hispanic students27665362454245340
Black students917101920101297
White students3611563741
Two or More Races students2 - - 11217

Enrollment by grade:
Pre-Kindergarten enrollment: 41
Kindergarten enrollment: 90
1st grade enrollment: 74
2nd grade enrollment: 87
3rd grade enrollment: 72
4th grade enrollment: 57
5th grade enrollment: 65

Fannin Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 209 (43.0%)
School:

43.0%
Texas:

49.0%
Male enrollment: 277 (57.0%)
Here:

57.0%
Texas:

50.1%

Fannin Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
Fannin Elementary School:

0.2%
Texas:

0.4%
Hispanic enrollment: 340 (70.0%)
Here:

70.0%
State:

46.9%
Black enrollment: 97 (20.0%)
School:

20.0%
Texas:

11.6%
White enrollment: 41 (8.4%)
Fannin Elementary School:

8.4%
State:

32.3%
Two or More Races enrollment: 7 (1.4%)
Fannin Elementary School:

1.4%
Texas:

2.1%

Fannin Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 444 (91.4%)
School:

91.4%
Texas:

61.6%
Free lunch eligible students: 416 (85.6%)
Fannin Elementary School:

85.6%
Texas:

55.4%
Reduced-price lunch eligible students: 28 (5.8%)
Here:

5.8%
State:

6.2%

Fannin Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 31.9

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 5
Number of FTE nurses: 1
Number of FTE psychologists: 0.1

Student/Teacher Ratio
School:

15.2
State:

15.6

Fannin Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,656,374
  • Full-time Equivalency Count of Teachers: 31.9 (Salary Expenditures: $1,349,675)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $36,431)
  • Full-time Equivalency Count of Support Services Staff: 3.2 (Salary Expenditures: $139,981)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $130,287)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $193,179
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,830,465
  • Salary Expenditures for Teachers: $1,441,922
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $68,110)
  • Full-time Equivalency Count of Support Services Staff: 4.2 (Salary Expenditures: $190,146)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $130,287)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $343,022

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic187
  • American Indian2
  • White4
  • IDEA7
Students Enrolled in LEP Programs: 193 (male: 120, female: 73)
  • Hispanic: 187 (male: 116, female: 71)
  • American Indian / Alaska Native: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 27 (male: 17, female: 10)
  • Hispanic: 20 (male: 10, female: 10)
  • Black: 7 (all male)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)

    Students with disabilities served under Section 504

  • Hispanic22
  • Black4
  • White4
  • Multirace4
  • LEP10
Students with disabilities served under Section 504: 34 (male: 20, female: 14)
  • Hispanic: 22 (male: 14, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

Retention:
Show data for

(State average from 3,201 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 1st grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

Percent of 1st grade students retained
Here:

5.4%
Texas:

6.1%
Total number of students retained in 2nd grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 2nd grade students retained
School:

2.3%
State:

4.8%
Total number of students retained in 4th grade: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

Percent of 4th grade students retained
Here:

3.5%
Texas:

3.6%

Gifted and Talented:
Show data for

(State average from 7,254 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic16
  • Black4
  • White4
  • LEP10
Gifted and Talented Student Enrollment: 24 (male: 15, female: 9)
  • Hispanic: 16 (male: 11, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
Fannin Elementary School:

49.4
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,539 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
3rd Grade

    Math Average Scale Score
    (3rd Grade)

  • All1,476
  • Males1,469
  • Females1,486
  • Hispanic1,466
  • Black1,520
  • White1,488
Math Average Scale Score:

1,476
State:

1,453
Math students tested: 68
Math # Answer Documents Submitted: 68

Math Avg Items Correct:
  • Reporting Category 1: 5.8 (72%)
  • Reporting Category 2: 8.8 (68%)
  • Reporting Category 3: 4.3 (62%)
  • Reporting Category 4: 2.8 (70%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 24%

18%
39%
19%
24%
Males: (Average Scale Score: 1,469, Tested: 40, Did Not Meet Grade Level Performance: 28%, Approaches: 33%, Meets: 12%, Masters: 28%)
28%
33%
12%
28%
Females: (Average Scale Score: 1,486, Tested: 28, Did Not Meet Grade Level Performance: 4%, Approaches: 50%, Meets: 28%, Masters: 18%)
4%
50%
28%
18%
Hispanic: (Average Scale Score: 1,466, Tested: 52, Did Not Meet Grade Level Performance: 17%, Approaches: 43%, Meets: 19%, Masters: 21%)
17%
43%
19%
21%
Black: (Average Scale Score: 1,520, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 30%, Meets: 10%, Masters: 40%)
20%
30%
10%
40%
White: (Average Scale Score: 1,488, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 33%, Masters: 17%)
17%
33%
33%
17%

    Reading Average Scale Score
    (3rd Grade)

  • All1,399
  • Males1,392
  • Females1,410
  • Hispanic1,386
  • Black1,440
  • White1,446
Reading Average Scale Score:

1,399
State:

1,423
Reading students tested: 68
Reading # Answer Documents Submitted: 68

Reading Avg Items Correct:
  • Reporting Category 1: 3.7 (74%)
  • Reporting Category 2: 9 (60%)
  • Reporting Category 3: 8.3 (59%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 47%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 10%

28%
47%
15%
10%
Males: (Average Scale Score: 1,392, Tested: 40, Did Not Meet Grade Level Performance: 33%, Approaches: 43%, Meets: 12%, Masters: 13%)
33%
43%
12%
13%
Females: (Average Scale Score: 1,410, Tested: 28, Did Not Meet Grade Level Performance: 21%, Approaches: 54%, Meets: 18%, Masters: 7%)
21%
54%
18%
7%
Hispanic: (Average Scale Score: 1,386, Tested: 52, Did Not Meet Grade Level Performance: 25%, Approaches: 56%, Meets: 15%, Masters: 4%)
25%
56%
15%
4%
Black: (Average Scale Score: 1,440, Tested: 10, Did Not Meet Grade Level Performance: 40%, Approaches: 10%, Meets: 20%, Masters: 30%)
40%
10%
20%
30%
White: (Average Scale Score: 1,446, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 0%, Masters: 33%)
33%
34%
33%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,588
  • Males1,589
  • Females1,587
  • Hispanic1,598
  • Black1,575
Math Average Scale Score:

1,588
Texas:

1,546
Math students tested: 77
Math # Answer Documents Submitted: 77

Math Avg Items Correct:
  • Reporting Category 1: 6.4 (71%)
  • Reporting Category 2: 8.2 (75%)
  • Reporting Category 3: 6.5 (65%)
  • Reporting Category 4: 3 (76%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 27%

12%
35%
26%
27%
Males: (Average Scale Score: 1,589, Tested: 41, Did Not Meet Grade Level Performance: 12%, Approaches: 34%, Meets: 27%, Masters: 27%)
12%
34%
27%
27%
Females: (Average Scale Score: 1,587, Tested: 36, Did Not Meet Grade Level Performance: 11%, Approaches: 36%, Meets: 25%, Masters: 28%)
11%
36%
25%
28%
Hispanic: (Average Scale Score: 1,598, Tested: 63, Did Not Meet Grade Level Performance: 8%, Approaches: 38%, Meets: 24%, Masters: 30%)
8%
38%
24%
30%
Black: (Average Scale Score: 1,575, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 18%, Meets: 46%, Masters: 18%)
18%
18%
46%
18%

    Reading Average Scale Score
    (4th Grade)

  • All1,463
  • Males1,451
  • Females1,476
  • Hispanic1,471
  • Black1,441
Reading Average Scale Score:

1,463
Texas:

1,496
Reading students tested: 77
Reading # Answer Documents Submitted: 77

Reading Avg Items Correct:
  • Reporting Category 1: 4.9 (62%)
  • Reporting Category 2: 8.6 (58%)
  • Reporting Category 3: 7.7 (59%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 9%

38%
39%
14%
9%
Males: (Average Scale Score: 1,451, Tested: 41, Did Not Meet Grade Level Performance: 44%, Approaches: 36%, Meets: 8%, Masters: 12%)
44%
36%
8%
12%
Females: (Average Scale Score: 1,476, Tested: 36, Did Not Meet Grade Level Performance: 31%, Approaches: 41%, Meets: 22%, Masters: 6%)
31%
41%
22%
6%
Hispanic: (Average Scale Score: 1,471, Tested: 63, Did Not Meet Grade Level Performance: 37%, Approaches: 38%, Meets: 15%, Masters: 10%)
37%
38%
15%
10%
Black: (Average Scale Score: 1,441, Tested: 11, Did Not Meet Grade Level Performance: 45%, Approaches: 37%, Meets: 9%, Masters: 9%)
45%
37%
9%
9%

    Writing Average Scale Score
    (4th Grade)

  • All3,456
  • Males3,417
  • Females3,500
  • Hispanic3,487
  • Black3,342
Writing Average Scale Score:

3,456
Texas:

3,570
Writing students tested: 77
Writing # Answer Documents Submitted: 77

Writing Avg Items Correct:
  • Reporting Category 1: 3.2 (40%)
  • Reporting Category 2: 3.2 (41%)
  • Reporting Category 3: 9.7 (61%)

Did Not Meet Grade Level Performance: 60%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 1%

60%
27%
12%
1%
Males: (Average Scale Score: 3,417, Tested: 41, Did Not Meet Grade Level Performance: 63%, Approaches: 27%, Meets: 10%, Masters: 0%)
63%
27%
10%
Females: (Average Scale Score: 3,500, Tested: 36, Did Not Meet Grade Level Performance: 56%, Approaches: 27%, Meets: 14%, Masters: 3%)
56%
27%
14%
3%
Hispanic: (Average Scale Score: 3,487, Tested: 63, Did Not Meet Grade Level Performance: 56%, Approaches: 28%, Meets: 14%, Masters: 2%)
56%
28%
14%
2%
Black: (Average Scale Score: 3,342, Tested: 11, Did Not Meet Grade Level Performance: 73%, Approaches: 27%, Meets: 0%, Masters: 0%)
73%
27%

Health & Safety


Harassment & Bullying:
Show data for

(State average from 919 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of disability: 2
Allegations of harassment or bullying on the basis of disability per 1,000 students
Fannin Elementary School:

4.1
Texas:

1.0
Students reported as harassed or bullied on the basis of disability: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2


Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic16
  • Black7
  • White10
  • Multirace2
  • LEP4
  • IDEA4
  • 5044
Chronic Student Absenteeism: 35 (male: 20, female: 15)
  • Hispanic: 16 (male: 8, female: 8)
  • Black: 7 (male: 5, female: 2)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Fannin Elementary School:

72.0
Texas:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic16
  • Black21
  • White7
  • LEP3
  • IDEA8
  • 5047
School days missed due to out-of-school suspension: 44 (male: 36, female: 8)
  • Hispanic: 16 (all male)
  • Black: 21 (male: 17, female: 4)
  • White: 7 (male: 3, female: 4)
  • Limited English Proficiency (LEP): 3 (all male)
  • Individuals With Disabilities Education Act (IDEA): 8 (all male)
  • Section 504: 7 (all male)
Instances of out-of-school suspension (Students without disabilities): 26

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School:

53.5
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic19
  • Black25
  • White4
  • LEP5
Students without disabilities receiving one or more in-school suspension: 48 (male: 33, female: 15)
  • Hispanic: 19 (male: 14, female: 5)
  • Black: 25 (male: 17, female: 8)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic8
  • Black7
  • White2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 17 (male: 15, female: 2)
  • Hispanic: 8 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all female)
Instances of out-of-school suspension (Students with disabilities): 7

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School:

14.4
State:

27.5
Instances of out-of-school suspension (Section 504 only): 5

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here:

10.3
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black4
  • LEP2
  • 5044
Students with disabilities receiving one or more in-school suspension: 6 (male: 2, female: 4)
  • Hispanic: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 4 (male: 2, female: 2)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2
  • Section 504: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Black: 2
  • Section 504: 2

Comments

1
Edward Fellows
Report this comment as inappropriate
Dec 13, 2013 @ 7:07 am
STAAR 2013 test results showed Fannin to be one of twenty-six schools in the region to receive distinctions from the state in the areas of math, language arts, and student academic growth. The rating given to Fannin on this website needs to be updated to reflect current performance.

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