The top reported proficiency rate is 19% in Science. The lowest is 7% in English language arts.
Original Research by School Decision on Copan
Copan is a small district serving a rural area in Washington County, Oklahoma, with a single pre-K through 12th grade pathway across two buildings: an elementary school and a high school. Its total enrollment is about the size of a crowded high school in a larger district, with the classes spread fairly evenly from kindergarten through twelfth grade. The student body is predominantly white, with a substantial Native American presence, a notable share of students identifying as two or more races, and small Hispanic and Black populations. Federal lunch program data was not available, so the district's economic profile is not directly measurable from the data at hand.
Academically, performance on the state's OSTP assessments is very low relative to other districts in Washington County. In both math and English language arts, the share of students scoring proficient across the tested grades runs in the single digits to low teens where results are reportable. Only third-grade math and ELA, fourth-grade ELA, and seventh-grade ELA have reported rates, and in each case only a handful of students met the bar. Science results are slightly better: eighth-grade science shows a modest proficiency rate, still low in absolute terms but higher than the district's math and ELA figures. Many grades have suppressed results because the number of students tested is too small to report publicly, a common situation in a district this size. The overall proficiency index, which averages across all tested subjects and grades, places Copan in the bottom quartile among Washington County's five districts. Parents should be aware that the state changed cut scores for math and ELA in the most recent testing year, which means the low rates may partly reflect a tougher standard rather than a change in student performance, but the district has been at the low end of the county for some time.
Chronic absenteeism, by contrast, is a strength. The rate is low and lands in the top quartile (meaning lower absenteeism) when compared with other districts in the county. That suggests most students attend regularly, a positive foundation for learning.
Spending per pupil is in the upper range among county districts, indicating the district is investing above the average for its peers. What that spending buys in terms of program depth is not captured in the available data. There is no information on course offerings, Advanced Placement, dual enrollment, career and technical education, or extracurriculars. The district brief turned up no recent bond issues, curriculum changes, or other parent-relevant developments, so the district appears to be operating without major disruption or reform.
A key piece of the high school picture is missing: no graduation rate is reported. That may be because the cohort was suppressed, the district did not submit data, or the state did not publish it. Given that the district serves high school grades, this is a gap a family would want to follow up on directly with the school.
Housing in the Copan area spans a range of values across the three ZIP codes that feed the district. The weighted home value estimate is roughly in line with the state average and below the national figure. Mortgage rates in mid-2026 are around the national 30-year average, and the estimated monthly payment on a median-priced home in the district is manageable for a household earning the national median income, though local income data for the district itself was not available.
For a family considering Copan, the picture is a trade-off. The district is very small, with potentially close relationships and regular attendance. But academic proficiency is low, and the range of opportunities a larger district could offer is not documented here. A parent would want to ask directly about high school graduation rates, college and career preparation, and what the district is doing to raise achievement. The limited size means that individual attention might be high, but the evidence of academic outcomes is sobering.
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