The top reported proficiency rate is 27% in Science. The lowest is 19% in English language arts.
Original Research by School Decision on John C. Fremont School
John C. Fremont School is a public elementary school serving pre-kindergarten through sixth grade in Taylorsville, a mid-sized suburban city in the Salt Lake Valley, part of the Granite District. The school sits in a car-oriented residential and commercial corridor, near the west side of the valley. Taylorsville itself was incorporated relatively recently, driven by residents' concerns about unfettered apartment development and the quality of county services, and it remains a place where strip retail, subdivisions, and business parks dominate the landscape.
The student body reflects the area's diversity. The largest group is white, followed by a substantial share of Hispanic students, with smaller populations of students who are Asian, Black, Native Hawaiian or Pacific Islander, American Indian or Alaska Native, and those identifying as two or more races. More than half of students qualify for free or reduced-price lunch, an indicator of the economic circumstances many families bring to the school.
The academic picture comes from Utah's RISE assessments, which are state tests administered in grades three through eight. In the most recent year for which data is available, proficiency rates across tested subjects were well below half. In mathematics, roughly a fifth of students met the proficient or above threshold. In English language arts, the share was slightly lower. In science, the rate was a bit higher, though still below a third. Because the school serves only elementary grades, there is no graduation rate to report. Compared with other elementary schools in Salt Lake County, Fremont's overall proficiency index places it in the bottom quartile of the county's districts. A parent looking at these numbers will see that the school is facing significant academic challenges relative to its peers.
No data was available for chronic absenteeism, staffing ratios, course offerings, or disciplinary actions, so it is not possible to assess the school environment on those dimensions from the sources used here. The district brief for Granite was also sparse; we found no recent publicly reported information about bond measures, referenda, or strategic initiatives, so nothing concrete can be said about larger district-level changes that might affect Fremont.
Housing in the area around the school reflects the broader Salt Lake County market. Home values have risen modestly, and the typical rent is close to the national average relative to incomes. The area is largely built out, with some ongoing commercial development and a planned bus rapid transit line that may improve connectivity, though the city lacks a traditional walkable downtown.
For a family considering John C. Fremont School, the data paints a clear picture. This is a neighborhood school serving a diverse, lower-income population, with academic performance that lags behind other schools in the county. The school has no high school grades, so any pathway beyond sixth grade would require a transition to a middle or junior high school within Granite District. Families who value strong academic outcomes as measured by state tests may want to learn more about the school's specific programs and how the school is working to address its proficiency levels. Without staffing or chronic absenteeism data, the day-to-day classroom experience is harder to gauge from this information alone.
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