The top reported proficiency rate is 16% in English language arts. The lowest is 12% in Math.
Original Research by School Decision on Drumright
Drumright Public Schools serves the town of Drumright in Creek County, Oklahoma, encompassing grades PK through 12 across three buildings: Bradley Elementary, Virgil Cooper Middle School, and Drumright High School. The district is small, and the community it sits in is a small town, an important framing for any parent considering a move here—this is not a place with multiple school choices, extensive shopping, or a large employment base within the town itself, though it is within driving distance of larger hubs like Tulsa. The housing context is notably affordable relative to state and national benchmarks, making homeownership accessible in a way it is not in many other parts of the country; a family can find a modestly priced home in the Drumright area, though recent trends in the most representative zip code show some softening in values that a buyer would want to watch. The district’s per-pupil spending falls in the upper range among Creek County's districts, a signal that resources are not the primary constraint here.
Academically, the picture is a challenging one. On the state’s OSTP assessments, proficiency rates among the grades that reported scores fall well below typical levels. In elementary-grade math, the share of students meeting the state’s proficiency bar is very low, and in the middle grades it remains low. English language arts results follow a similar pattern, with a modest uptick in seventh grade but overall levels that are substantially below what most parents would consider typical for a public school district. Science results are also low, though in eighth grade the rate edges slightly higher, possibly reflecting a focused effort in that subject at that level. It is worth noting that Oklahoma changed the scoring cut points on the math and ELA assessments recently, so direct year-over-year comparisons are not straightforward, but the absolute level of attainment is a straightforward concern. A parent looking at these results should want to understand what interventions, if any, are in place, and what the trajectory looks like at the individual school level. The district’s overall proficiency index places it in the bottom quartile among Creek County's districts.
The student population is predominantly White, with a substantial share of students identifying as two or more races, and a smaller but present Native American population. Information on the share of students qualifying for free or reduced-price meals was not available, which is a notable gap for a family wanting to understand the degree of economic need in the schools. The chronic absenteeism rate, while not the highest in the county, sits above the midpoint, meaning a significant portion of students are missing enough school to affect learning. That is a factor a parent would want to investigate further with the school to understand the underlying causes and what supports exist.
The district’s high school serves grades 9 through 12, but graduation rate data was not available, so it is not possible to assess how well the district retains students through to completion. That absence in the data leaves an important question unanswered for a family considering the district for the long haul. Similarly, course access data—AP, dual credit, career-tech offerings—was not provided, so the breadth of the high school program is unknown. A parent with a high schooler would need to contact the school directly to learn about advanced coursework and postsecondary pathways.
The district brief found little in the way of notable recent changes or strategic priorities. No major bond issues, curriculum overhauls, or leadership transitions were surfaced, which may mean the district has been operating steadily, or alternatively, that it has not made newsworthy improvements. A parent should not read silence as a positive or negative but should press for current goals when visiting. The small size of the district—a total enrollment that is modest even for a rural district—means each student is likely to be known individually, and parent involvement may carry outsized weight. That intimacy can be a real strength for the right family, but the academic results are a serious consideration. This is a district where a committed family, or one willing to supplement at home, may find a close-knit school community, but where the default academic pathway is currently producing results that demand scrutiny.
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