The top reported proficiency rate is 31% in English language arts. The lowest is 24% in Math.
Original Research by School Decision on Southside Es
Southside ES serves Coweta, Oklahoma, as one of the district's elementary campuses, covering pre-kindergarten through third grade. This is an early-primary school, so nearly all of its students are just beginning their formal education. Coweta itself is a growing suburb of Tulsa, a town that retains a small‑town feel while absorbing new subdivisions and commercial development. Many residents commute to Tulsa, Broken Arrow, or Muskogee for work. Housing values in Coweta have risen in recent years and sit above the statewide typical home price but below the national median, making the area moderately priced relative to the broader U.S. market. The city is auto‑dependent, with limited walkable commerce beyond a traditional downtown core.
The school’s enrollment is sizable for a PK‑3 building. Its student body is racially and ethnically diverse. White students form the largest group, followed by a substantial American Indian population, and smaller shares of students who identify as two or more races, Hispanic, Black, and Asian. Data on the share of students who qualify for free or reduced‑price meals is not available. Information on students with Individualized Education Programs and English learners is also missing, so a parent who wants a picture of the school’s special‑education or language‑support resources would need to ask the school directly.
Because Southside ES serves only through third grade, the only state assessment results that exist are for third graders. In the most recent testing year, about a quarter of third graders scored at the proficient level or above in math, while roughly a third did so in English language arts. The state changed its cut scores for both subjects that year, which means these results cannot be directly compared to prior years’ data. Within Wagoner County, when looking at proficiency across tested subjects and grades, this school’s combined performance placed it among the highest in the area. Still, a parent may want to discuss with the school how these absolute proficiency rates align with their own expectations, particularly for math.
No data is available on chronic absenteeism, discipline, staffing ratios, or course access. These gaps are common for early‑elementary schools that do not report those metrics publicly. The school does not have a graduation rate, because it does not serve high school grades. No program offerings, such as gifted or special‑focus tracks, are listed in available records. The school is not a charter or magnet.
What stands out most about Southside ES is its grade span. It is a foundational building for the Coweta district, where children spend their first four years of school. The academic picture comes from a single tested grade, which gives a limited but useful signal of how third graders are performing. For families considering this school, the community context matters: Coweta is a place that is actively growing, with many new homes and families moving in. School enrollment may reflect that expansion. The lack of detail on student support services and staff qualifications is a notable gap; a prospective parent may want to visit the school to get a firsthand sense of class size, teacher experience, and how the school addresses early literacy and numeracy. For a family that values a small‑town commuter setting with a school that serves the youngest children only, Southside ES fits that profile, and its relative standing within the county suggests that, among local options, it holds its own on the measures that are available.
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