The top reported proficiency rate is 86% in Social studies. The lowest is 68% in English language arts.
Original Research by School Decision on Fred J Page Middle School
Fred J Page Middle School is a regular public school in Franklin, Tennessee, serving grades six through eight within the Williamson County district. The school sits in a fast-growing corner of the state that has transformed from an agricultural county seat into a suburban hub with corporate headquarters, healthcare employers, and a historic downtown. That growth context matters: Franklin has drawn families and jobs at a pace that strains infrastructure, and housing in the school’s zip code is expensive, well above state and national benchmarks, with rents and mortgage costs that put homeownership out of reach for many households. The parents who send children here are likely established professionals or those who have already absorbed the area’s high cost of entry, and they will find a middle school that delivers strong academic results across the board.
On the 2024-25 TNReady assessments, Page Middle posted proficiency rates that are higher than the median among Williamson County districts in the comparison set. In science and social studies, the share of students scoring proficient or above is especially high. English language arts proficiency is strong, and math proficiency is solid as well, placing the school above the midpoint when measured against its county peers. These are the kinds of numbers that reassure a family looking for a school where most students are meeting grade-level expectations in core subjects. The school also achieved a high participation rate in testing, so the results reflect nearly the full student body.
The student body is predominantly white, with a substantial Asian population and much smaller shares of Hispanic, Black, and multiracial students. Data on students with disabilities and English learners was not available, so a parent who needs information on special education supports or language services may want to follow up directly with the school. Free and reduced-price lunch counts were also missing, which is an unusual gap; a prospective family may ask the school or district about the economic diversity of the enrollment.
Enrollment is roughly evenly split across the three middle grades. The school is not a charter or magnet, and it does not appear to have Title I status, which typically means it does not receive additional federal funding for high-poverty populations. Discipline, staffing, and course access data were not provided, so there is no basis here to assess class sizes, program offerings, or behavioral climate from this account. The Williamson County district did not report any recent parent-relevant changes such as boundary adjustments, curriculum shifts, or bond referendums in the period searched, so the operating context appears stable for now.
The school’s locale is suburban and car-oriented outside the historic downtown core, with Interstate 65 nearby and commercial corridors defining the landscape. Families should expect a campus environment separated from the downtown civic life. The city itself has a walkable historic square with shops and restaurants, but the school and most residential subdivisions are in settings that require driving.
For a family weighing this school, the evidence points to a consistently high-performing middle school in a high-demand, high-cost suburban market. The academic proficiency across all tested subjects is a clear strength, and the school’s position within Williamson County’s upper tier on overall performance is supported by the data. The gaps in economic and special population data mean some aspects of the student experience are less visible here than they might be elsewhere, but for a parent whose priority is strong test outcomes and a large, well-resourced district, this school fits that profile.
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