The top reported proficiency rate is 25% in Science. The lowest is 17% in Math.
Original Research by School Decision on Davenport Es
Davenport ES is a single school in the small rural town of Davenport, Oklahoma, serving students from pre-kindergarten through eighth grade. Its enrollment is small for the grade band it covers. The student body is predominantly white, with a notable share of American Indian or Alaska Native students and smaller shares of Hispanic, two or more races, Black, Asian, and Native Hawaiian or Pacific Islander students. Data on free or reduced-price lunch eligibility, special education identification, and English learner status were not reported; a parent may want to ask the school directly about the share of students receiving support services.
The school sits in a town that the Oklahoma Historical Society and other sources describe as a bedroom community, where most working residents commute elsewhere for jobs. Davenport’s population has been stable to slightly declining over recent decades, and no major new housing developments were identified in publicly available information. The town’s historic Route 66 heritage is visible in its National Register-listed brick streets and murals. Median home values in the area are modest relative to state and national benchmarks, making it a lower-cost place to live. The town itself is small; no walkability scores or active street life data were found, and the built environment is characteristically rural.
Academically, Davenport ES participates in Oklahoma’s state testing program (OSTP) for grades three through eight. The results across tested subjects and grade levels show proficiency rates that are consistently low. In mathematics, the share of students reaching the proficient or above level was low in grades three, four, five, six, and eight; results for grade seven were suppressed. In English language arts, the rates were similarly low across all tested grades, with grade five showing the lowest. Science results, which are tested in grades five and eight, were also low. The pattern is consistent: in most grades and subjects, only a small minority of students met the state’s proficiency benchmark. The school’s overall proficiency index, which averages all tested subjects and grades, sits below the midpoint when compared with the other districts in Lincoln County. A parent evaluating this school should be aware that state test scores are well below the county median, and may want to discuss with the school what academic interventions, curriculum, and supports are in place.
Because Davenport ES serves only through eighth grade, there is no high school graduation rate to report. The school does not offer high school programs such as Advanced Placement, dual credit, or career pathways, as these are beyond its grade range. No information on programs, such as gifted or extracurriculars, was available in the data provided.
The district brief for Davenport found little in the way of recent publicly reported changes or initiatives that would be of lasting relevance to a parent. The school’s charter status is not applicable; it is a traditional public school. No data on discipline, attendance, staffing ratios, or course access were included in the profile, so a full picture of the school environment and day-to-day operations is not possible from this data alone.
Housing in the Davenport area is more affordable than the state and national averages, and the 30-year fixed mortgage rate at the time of this profile was typical. Monthly mortgage costs for a median-priced home are modest relative to the national median household income.
For a family considering this school, the central takeaway is that academic performance on state assessments is weak relative to other schools in Lincoln County. The setting is a small rural town with a historic core, a largely commuter population, and limited local employment. The school’s small enrollment and single-building structure mean students from pre-K through eighth grade share the same campus, which can offer a sense of community but may limit the range of academic and enrichment options available in larger schools. A parent would be wise to visit the school, ask about curriculum and support for struggling students, and consider how the academic profile aligns with their child’s needs.
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