The top reported proficiency rate is 44% in Science. The lowest is 35% in English language arts.
Original Research by School Decision on Fort Gibson Intermediate Es
Fort Gibson Intermediate Elementary School serves third through fifth grade in the Fort Gibson Public Schools district, a small town in the Arkansas River valley of eastern Oklahoma. The school is one of three elementary buildings in a district that also includes an upper elementary or intermediate school, a junior high, and a high school, creating a structure that separates younger elementary students from the middle-grade cohort this school serves.
The student body is diverse in background. More than a third of students identify as American Indian or Alaska Native, roughly a third as white, and about a quarter as two or more races. Hispanic students make up a substantial share, and Black or African American and Asian students together compose a very small share. This racial and ethnic mix reflects the area’s history and present-day demographics. Data on students receiving special education services, English learner support, and free or reduced-price meals was not available, limiting a complete picture of the economic and learning-support needs in the building.
The school's academic performance on Oklahoma's state assessments shows a mixed picture. In mathematics, the share of students scoring proficient or above hovered near two-fifths in third grade and fifth grade, with fourth-grade results noticeably lower, around three-tenths. In English language arts, the third-grade proficiency rate was suppressed by the state and unavailable for public reporting, but fourth-grade performance was below three-tenths, and fifth-grade performance was roughly two-fifths. In fifth-grade science, about two-fifths of students scored proficient or above. The state changed its cut scores for math and English language arts in recent years, which makes year-over-year comparisons unreliable, but the current-level results place the school’s overall proficiency index in the top quarter of the fifteen districts in Muskogee County, a position that reflects relative strength among local peers even as the rates themselves are moderate.
The school does not serve high school grades, so there is no graduation rate to consider, and no data on chronic absenteeism was reported. The school is a traditional public school and is not a charter or magnet. Its Title I status was not provided in the available data.
Fort Gibson itself is a small, historically rooted community that brands itself as the oldest town in Oklahoma, originating as a military garrison. The town has experienced a modest population decline in recent decades. Manufacturing is the leading employer, followed by health care. Housing values in the area are broadly in line with the state median and well below the national median, and a typical mortgage payment on a home at the area’s median value would be lower than renting, suggesting relatively affordable homeownership for families. The town is car-oriented with a compact layout, a historic downtown, and notable civic anchors in the Fort Gibson Historic Site and a national cemetery. The district passed a bond issue in 2023 for a new storm shelter at the high school and stadium renovations, indicating ongoing investment in facilities, though that bond was not tied to the intermediate school specifically.
For a parent or caregiver considering this school, the immediate context is a small, stable town with a mix of manufacturing and service employment, a school that serves a racially integrated student body, and academic results that are moderate in raw terms but among the stronger performers when compared with other districts in the same county. The missing data on economic disadvantage and special education means that a family with a child who has an Individualized Education Program or who is an English learner should ask the school directly about the available supports and staffing ratios. The school’s size and grade configuration place students in a building with only three grade levels, which can offer a more focused peer environment than a K-8 or K-5 school that spans a wider age range. The absence of high school offerings at this building is by design, as students will move on to a junior high and then the district high school. A family should also confirm the specific program offerings, class sizes, and enrichment activities directly with the school, as that level of detail was not available in the data used for this narrative.
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