The top reported proficiency rate is 42% in Math. The lowest is 31% in English language arts.
Original Research by School Decision on L. W. Westfall Es
L. W. Westfall Elementary serves students from pre-kindergarten through fifth grade in Choctaw, a primarily residential community about ten miles east of downtown Oklahoma City. The school is part of the Choctaw-Nicoma Park School District, which is the town’s largest employer. Choctaw itself grew from an agricultural settlement into a suburban bedroom community, with steady population increases over the decades fueled by nearby employment at Tinker Air Force Base and a former General Motors plant. The city mixes suburban subdivisions with remaining rural land, and most residents commute to Oklahoma City for work. The district does not appear to have undergone any recent major changes that would alter a family’s day-to-day experience; a search for recent district developments turned up little of lasting impact.
State assessment results from the 2024-25 school year offer a partial picture of student performance. In math, proficiency rates were reported for third and fifth grades, while the fourth-grade result was suppressed. The reported math scores place the school above the midpoint among tested subjects. In English language arts, only third-grade proficiency was reported; fourth and fifth grade ELA results were suppressed, as was the fifth-grade science result. The suppression of these scores likely reflects small group sizes or privacy protections rather than a flaw in the school’s programming, but a parent may want to ask the school directly for a clearer sense of how those grade levels are performing. Across all tested subjects and grades where data is available, the school’s overall proficiency index sits in the top quartile relative to districts in Oklahoma County. That indicates that when scores are reported, they tend to be stronger than those at many other schools in the county.
The school enrolls a moderately large number of students for an elementary building. The student body is predominantly white, with significant shares of students identifying as two or more races and Hispanic, along with smaller numbers of American Indian or Alaska Native, Black, and Native Hawaiian or Pacific Islander students. Information about the share of students who qualify for free or reduced-price meals, receive special education services, or are English learners was not available in the data provided. A parent might want to ask the school about these dimensions, as they affect the level of support available.
L. W. Westfall is a traditional public elementary school, not a charter or magnet. It does not serve high school grades, so there is no graduation rate to report. Data on discipline, attendance, and staffing was also absent from the available records, which means a family interested in those areas should follow up with the school directly to get a fuller sense of day-to-day climate and resources.
The housing market in Choctaw reflects the community’s suburban character. Home values and rents are similar to statewide averages, with modest year-over-year changes. The typical monthly housing cost for a new homeowner falls within a range that is manageable relative to national median household income, and rents are also within an expected share of income. The high homeownership rate and steady population growth point to a stable family-oriented environment. Choctaw has a historical downtown, several parks, and a city hall, though no public library or public transit system was identified in available sources; residents typically rely on personal vehicles.
For a family looking at this school, the central takeaway is that on the assessments that were reported, L. W. Westfall shows comparatively strong results within Oklahoma County, but the data has notable gaps, particularly for upper-grade ELA and science. The school serves a largely residential suburb with a straightforward feeder pattern into the Choctaw-Nicoma Park district. A parent would benefit from visiting the school and asking about the suppressed grade-level results, the availability of support services for students who need extra help, and the school’s approach to family communication around academic progress.
See more original research from School Decision →