The reported proficiency rate for Math is 43%.
Original Research by School Decision on Fairland Es
Fairland Elementary is a public school serving prekindergarten through fifth grade in the small, rural town of Fairland, Oklahoma, part of the Fairland Public Schools district. The school sits in southern Ottawa County, a community that once relied on agriculture and later on a tire manufacturing plant that closed years ago. Today the local economy is described as stable, supported by lakeshore development on Grand Lake O’ the Cherokees and a range of local services. The district itself has seen a decline in enrollment over recent years, a fact families may want to consider when thinking about class sizes and program stability. At the same time, per‑student revenue and spending are both above the state median, and the district was selected for a federal program that funds cleaner school buses—a concrete infrastructure improvement.
State testing data for Fairland Elementary is limited. For the most recent year, only third‑grade math results are reported: about two‑fifths of tested students scored at or above the proficient level. Results for fourth and fifth grade math, all English language arts grades, and fifth grade science were suppressed, likely because of small group sizes. That suppression is common for small schools, but it does mean a parent cannot get a full picture of performance from state assessments alone. However, when the school’s overall proficiency across all tested subjects and grades is compared with other districts in Ottawa County, it lands in the top quartile. That is a meaningful strength, especially for a small elementary school, and suggests that where results are available, students are performing well relative to nearby peers.
The student body is diverse in background. Roughly half of students are white, about a quarter are American Indian or Alaska Native, and another fifth identify with two or more races. Smaller shares are Hispanic, Asian, or Black. No data is available on the share of students who qualify for free or reduced‑price meals, receive special education services, or are English learners, so it is not possible to describe the level of economic or learning support within the school from these numbers. Families should ask the school directly about these resources.
Fairland Elementary covers a typical elementary grade span, so there is no graduation rate to report and no high‑school programming such as Advanced Placement or career pathways. The school’s academic offerings are not detailed in the available data, but for an elementary school the core focus is literacy, math, and foundational subjects.
Housing in the Fairland area is modestly priced relative to national and state benchmarks. Home values are somewhat below the Oklahoma median, and the local market has been flat or slightly down in the most recent year. For a family moving into the area, this means housing costs are accessible compared with many parts of the country, though the lack of a strong upward trend may signal limited local economic growth.
The district’s enrollment decline over the past several years is worth a closer look. A small rural district that is shrinking can face challenges in maintaining program breadth and staffing, but it can also mean more individualized attention in smaller classes. The above‑average spending per student suggests the district is investing resources despite the enrollment drop, and the clean bus grant is a tangible benefit for families concerned with transportation and air quality.
Overall, Fairland Elementary presents as a small rural school where, based on the limited testing data available, academic proficiency is on the higher side for its county. The community is tight‑knit and historically tied to farming and manufacturing, now adapting to a post‑plant economy. Families considering this school will want to speak with staff to fill in the gaps: how the school supports diverse learners, what enrichment programs are offered, and how the district’s enrollment trend has affected day‑to‑day classroom life. The available evidence points to a school that is performing comparatively well but sits in a district facing the realities of rural demographic change.
See more original research from School Decision →