The top reported proficiency rate is 39% in Science. The lowest is 16% in Math.
Original Research by School Decision on Caddo Es
Caddo Elementary School serves students from pre-kindergarten through eighth grade in the small rural town of Caddo, Oklahoma. As part of the Caddo district, it is the only school in town for these grade levels; students who continue into high school would move to a separate building within the same district. The school is not a charter or magnet, and its Title I status was not reported.
On the Oklahoma School Testing Program, the picture that emerges is of a school where most students are not yet reaching the proficient threshold. In math, the share of students scoring proficient or above was quite low across every grade with reported results, and in several grades it was under a tenth of the tested group. The picture in English language arts was similar, with the majority of students scoring below the proficient level in the grades where results were not suppressed. Science results were reported for only two grades; eighth-grade science showed a notably higher share of students reaching proficiency than the other subjects, though still less than half. Overall, when compared with other districts in Bryan County, Caddo Elementary’s combined proficiency performance across tested subjects and grades fell below the midpoint of the group. It is worth noting that Oklahoma changed its scoring standards in mathematics and English language arts for the most recent test year, so direct year-over-year comparisons are not straightforward.
Because the school ends at eighth grade, there is no graduation rate to consider. Chronic absenteeism data was not available. The school enrolls roughly a few hundred students. Racially and ethnically, the student body is predominantly white, with a substantial American Indian or Alaska Native population making up about a quarter of the school, followed by students identifying as two or more races, and a smaller Hispanic share. Information on the percentage of students qualifying for free or reduced-price meals, receiving special education services, or classified as English learners was not provided in the available data.
The town of Caddo itself is a small agricultural community in north central Bryan County, historically tied to ranching and farming. It is car-dependent, with a compact downtown that dates to its founding as a railroad depot. The housing market in the area shows home values that are roughly in line with the statewide average, and below the national figure, which reflects the area’s rural and modest cost-of-living character. The town has seen slow population growth over recent decades. No major recent developments or district-level changes were identified in public records, meaning the school appears to be operating in a stable, if relatively static, local context.
For a parent considering this school, the academic results are the central concern. Proficiency rates across math and English language arts are weak compared with other districts in the county. A parent may want to ask the school directly about the specific supports available for struggling students, such as intervention programs, tutoring, or differentiated instruction, since the data does not detail those offerings. The school’s relatively small size and its rural setting may appeal to families seeking a close-knit environment, and the student demographics reflect a mix that includes a notable Native American presence. Because the school covers pre-K through eighth grade, students spend many years in one building, which can provide continuity. Families will need to plan for the transition to high school elsewhere, likely within the same district. The community offers a low-cost housing option in a quiet, rural area, but daily life requires a car and amenities are limited. For a family that values small-town roots and is prepared to engage with the school about academic support, Caddo Elementary could be a fit, but the performance data suggests a need for close attention to how well the school is meeting students’ learning needs.
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