The top reported proficiency rate is 7% in English language arts. The lowest is 5% in Math.
Original Research by School Decision on Gracemont
Gracemont is a small, rural district in Caddo County, Oklahoma, serving students from prekindergarten through twelfth grade. With a total enrollment that is modest even for rural Oklahoma, the district operates two schools: an elementary school and a high school. The student body is predominantly American Indian or Alaska Native, reflecting the area’s tribal communities, with a smaller share of White students and smaller groups of Hispanic, Asian, Black, and multiracial students. The district’s location in western Oklahoma’s agricultural and energy-producing region places it in a context of modest economic activity and relatively low housing costs compared with the state as a whole.
Academically, the state assessment results paint a stark picture. For the 2024–25 school year, Oklahoma’s OSTP tests—which underwent a cut-score change in math and reading that makes year-over-year comparisons uncertain—show that very few Gracemont students scored at the proficient level. In the few grade-level and subject combinations where results were reported rather than suppressed, proficiency rates were low. For instance, fourth-grade math and sixth-grade English language arts each saw only a small fraction of test-takers reach proficiency. In other grades, including third, fifth, seventh, and eighth, most results were suppressed because the number of students tested was too small to report under state rules; where eighth-grade math was reported, no student scored proficient. When viewed alongside the other districts in Caddo County, Gracemont’s overall proficiency index places it in the bottom quartile. A parent looking at these figures would want to discuss classroom instruction and support with the school directly, as the small class sizes mean that a handful of students can heavily shape these percentages.
One area that stands out in the comparison data is chronic absenteeism. Gracemont’s rate of students missing substantial school time is among the highest observed in the county, also falling in the bottom quartile. This pattern often signals a combination of health, transportation, and economic challenges for families, and it likely affects student learning. The district’s per-pupil spending, however, lands in the upper range among county districts, which suggests that financial resources are not the primary constraint—but how those dollars are directed is something a prospective parent may want to ask about.
No graduation rate was available in the data, and because the district serves a full K–12 grade span, that gap is likely not due to grade range. It may reflect a data-reporting issue for a very small high school; a family with older students would want to confirm graduation outcomes directly with the district. Similarly, information on free- or reduced-price meal eligibility, special education, and English learner populations was missing, so a full picture of economic need and support services is not possible from this dataset. The district brief, based on a search of recent news and reports, turned up little of lasting parent-relevant change beyond basic profile and fiscal summaries, so there are no recent bond measures, leadership transitions, or program expansions to describe.
On the housing side, the area’s home values are well below both the Oklahoma median and the national median, making it one of the more affordable school districts in the state for a family looking to buy. The weighted Zillow Home Value Index for the district’s ZIP codes has been essentially flat to slightly down over the past year, indicating a market without rapid appreciation or decline. Rental data was not available.
Gracemont is a very small, close-knit district that serves a predominantly Native American community in a low-cost rural setting. The academic proficiency numbers are weak, and chronic absenteeism is a significant concern. For a family that values a small school environment and is prepared to be an active partner with the school to address these challenges, it could be a fit. But the test results and attendance patterns are serious signals that warrant direct inquiry with teachers and administrators before enrolling. The district simply does not have the breadth of advanced coursework, career pathways, or extracurricular programs that larger districts might offer; given the absence of any program data in the record, a parent should ask what courses and opportunities are available at the high school level.
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