Frederic School Overview

2014 Academic Indicators
College Readiness Index
N/A
Math Proficiency
1.2
Reading Proficiency
2.2
Student/Teacher Ratio
24:1
  • 09–12 Grades
  • 47 Students
  • 2 Teachers

Frederic School
1135 NORTH OLD 27
GRAYLING, MI 49738

Phone: (989) 344-3500

District: Crawford Ausable Schools

Overview

At Frederic School, the student body makeup is 47 percent male and 53 percent female, and the total minority enrollment is 4 percent. Frederic School is 1 of 2 high schools in the Crawford Ausable Schools.

Rankings / Awards

This details how this school compares with others based on U.S. News ranking criteria.

Medal Awarded None
National Rank
Unranked

See Best High Schools in Michigan

Students / Teachers

These counts and percentages of students and teachers are from data reported by schools to the government.

Total Enrollment 47
Total Minority Enrollment (% of total) 4%
Total Economically Disadvantaged (% of total) 70%
Full-Time Teachers 2

More About Student Body

Test Scores

U.S. News calculates these values based on student performance on state exit exams and internationally available exams on college-level course work (AP®/IB exams).

Proficient in Reading 45%
Proficient in Math 0%
College Readiness Index N/A

More About Test Scores

School Data

School profile information is based on government data.

Grades Served 09 – 12
Setting Fringe Rural
Charter School No
Magnet School No
Receives Title I Funding Yes

District

This information relates to high schools run by this school's state operating agency. Many districts contain only one high school.

Total Schools 2
Total Students 580
Proficient in Reading (district average) 56%
Proficient in Math (district average) 22%
College Readiness (district average) 25.6

Reader Comments ()

Data are based on the 2011-2012 school year.

AP® and Advanced Placement® are registered trademarks of the College Board. Used with permission.

International Baccalaureate (IB) data provided by International Baccalaureate of North America. Used with permission.

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