The top reported proficiency rate is 26% in English language arts. The lowest is 23% in Math.
Original Research by School Decision on Charles Evans Es
Charles Evans Elementary serves only first and second grade, so the story of this school is a short one: it is where a child enters formal schooling in the Ardmore district and stays for two years. The building, on Harris Street in Ardmore, is one of three elementary campuses in the district, and its narrow grade span means that nearly every child who starts here moves on to another school for third grade. That makes Charles Evans a pure entry point, and the numbers bear that out: the enrollment is sizable for a two-grade school, with roughly equal numbers of first and second graders.
The student body is diverse. White students make up the largest single group, but a strong presence of students who identify as two or more races, along with Hispanic, Black, and American Indian or Alaska Native students, means no single group dominates. The school sits in Ardmore, a mid-sized regional hub in south-central Oklahoma that functions as the principal trade center for a ten-county area. Manufacturing, healthcare, and energy anchor the local economy, though the announced closure of the tire-building portion of the Michelin plant will reshape that picture. Housing in the area is moderately priced relative to national benchmarks, and the city is car-dependent, with a walkable downtown core but spread-out residential neighborhoods.
State testing data is available for third through fifth grade, but Charles Evans does not serve those grades. The school’s youngest students are not assessed under Oklahoma’s state testing program, so there are no test results to report for its own grade levels. The only testing data linked to this school’s NCES ID comes from students in grades three, four, and five, which raises a question: those scores likely belong to the same building on Harris Street used as a testing site for a broader population, or they reflect students who began at Charles Evans but are assessed elsewhere. In either case, the results are not a direct measure of what happens in first- and second-grade classrooms here.
What is available from those tested grades shows that proficiency rates are below state averages. In third-grade math, roughly a quarter of students scored at the proficient level or above. In reading, the third-grade rate was higher, with just over a third of students proficient, but fourth-grade reading dropped to below a fifth of students proficient, and fifth-grade science and math each hovered near a quarter proficient. These figures come from the same district, which overall sits above the midpoint among Carter County districts in a combined proficiency index, but the gap between that county-level position and the raw rates at this school suggests that performance is uneven across the district’s elementary campuses. A parent might want to ask the school or district how early literacy and math instruction in first and second grade feeds into those later results.
Because Charles Evans serves only two grades, there is no graduation rate, no chronic absenteeism data, and no course access or staffing ratios to report. The district brief turned up no recent parent-relevant changes, and the school’s own website may have more detail on its reading or math curricula. For a family considering this school, the relevant question is less about the school’s current performance metrics and more about continuity: how the Ardmore district aligns instruction across its elementary schools so that a child’s two years here set a strong foundation for what comes next at Lincoln, Will Rogers, or whichever campus serves third grade. The school’s role is a brief one, but it is the first classroom experience for many children in Ardmore, and the transition out of it deserves a close look.
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