The top reported proficiency rate is 26% in Math. The lowest is 19% in English language arts.
Original Research by School Decision on Coleman
Coleman is a small, rural PK-through-12 district in Johnston County, Oklahoma, serving around 200 students across two schools—one elementary and one high school. The student body is predominantly White, with a substantial American Indian or Alaska Native population; the remaining students are mostly Hispanic or of two or more races, and Asian, Black, and Native Hawaiian or Pacific Islander students are each present in very small numbers. Free or reduced-price lunch eligibility data was not available, so the economic makeup of the student population is not directly reported here.
The district sits in a largely rural setting with no single dense town center. The housing market includes several ZIP codes within the district's boundaries, with home values varying noticeably from one area to another. Overall, the weighted home value lies close to the state benchmark, and values have risen modestly over the past year. The national 30-year mortgage rate and the national unemployment rate were both at moderate levels when the data was collected; the national median household income and the consumer price index for shelter were also reported, but those are national figures and do not directly describe Coleman's local economy.
On state testing, the picture is mixed and incomplete. Oklahoma's assessment is called the OSTP, and the state changed its cut scores for English language arts and math in the tested year, which means comparisons to prior years are not straightforward. For the grades where proficiency data was reported, the results in math ranged from a low share of students reaching proficiency in sixth grade to a somewhat higher share in fifth grade; second-grade and eighth-grade math results were suppressed, meaning the number of tested students was too small to report publicly. In English language arts, the same pattern holds: third-grade proficiency was very low, fourth, fifth, and sixth grades were better but still low, and seventh and eighth grade results were suppressed. In science, fifth-grade results showed about a quarter of students proficient; eighth-grade science was suppressed. Across all tested grades and subjects, the district's overall proficiency index places it in the top quartile among Johnston County's six districts—a relative strength within this small cohort, though the absolute numbers are modest.
Even with small numbers, the district reports a chronic absenteeism rate that is very low and is the best in the county among those measured. That is a positive signal for consistent attendance.
The district has two schools: an elementary school and a high school, so students move from one building to the other after completing the elementary grades. No data was available on the graduation rate, so that measure cannot be assessed here. Information on discipline, course access, staffing, and special education or English learner populations was also absent from the available data.
What publicly reported information exists about the district's finances shows a sustained decline in per-student revenue and per-student spending over a period of several school years, with both figures falling below the state median. That is a fiscal reality that affects the resources available for programs and staffing, and a parent may want to ask the district directly about how budget constraints are shaping current offerings. No specific curriculum changes, bond measures, or other major initiatives were found in public sources.
Coleman offers a small-school environment where students move through the entire K-12 span in two buildings. The district's academic results are relatively stronger than others in Johnston County, but the overall proficiency rates are low in absolute terms. For a family weighing this district, the key considerations include the small peer group and rural setting, the financial pressures visible in the district's per-pupil figures, and the fact that many state test results are not reportable due to the small number of students. The strength in attendance is a practical plus.
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