The top reported proficiency rate is 36% in Science. The lowest is 21% in English language arts.
Original Research by School Decision on Glenpool Intermediate School
Glenpool Intermediate School serves only fifth and sixth graders, a two-year bridge between elementary and middle school in the Glenpool district. The school sits in a Tulsa bedroom suburb that grew quickly as a commuter town—many residents drive north to Tulsa for work. The housing market in Glenpool’s ZIP code shows a cost above the state benchmark for that period, and the area has seen steady price growth, which suggests a stable but increasingly expensive market for families looking to buy in. The Glenpool district itself is part of Tulsa County, and no recent district-level changes of lasting impact were found in public reporting, so the intermediate school sits within a district that appears to have been operating without major recent disruption.
The student body totals a little over four hundred, split roughly evenly between fifth and sixth grade. The racial and ethnic composition is notably diverse: a plurality of students are white, with sizable shares who identify as American Indian or Alaska Native, two or more races, Hispanic, Asian, and a smaller Black population. This is not a school with a single dominant group; a parent whose child is used to a homogeneous environment may notice the difference, and a family seeking a genuinely multiracial peer setting will find it here.
State testing results from the most recent available year show a mixed picture. In fifth-grade math, about a third of students scored proficient or above. In fifth-grade English language arts, the share was under a third. Science at the same grade level reached about the same mark as math—roughly a third proficient. Sixth-grade results were lower in both math and English language arts, with the English figure falling further. When you look at overall proficiency across tested subjects and grades, the school lands above the midpoint among the districts in Tulsa County, but only modestly so. Given that Oklahoma changed its cut scores for ELA and math in this testing cycle, the results are not directly comparable to prior years, which means a parent should treat this as a baseline for the new standard rather than a confirmed trend.
Because the school serves only grades five and six, there is no graduation rate to report, and the measures of chronic absenteeism that apply to high schools do not apply here. No free-or-reduced-price lunch data was reported, no information on special education or English learner enrollment was available, and civil rights data was absent from the record. A parent who wants a fuller picture of student support services and economic need will likely need to ask the school directly.
The building is a standard intermediate school in a suburban setting. The district does not appear to operate this school as a charter or magnet. No programs or course access data were provided, so it is not clear what electives or specialized offerings exist beyond the core curriculum. The school’s strengths lie in being a focused, grade-band-specific environment where students transition into a larger building with a diverse peer group. Its academic performance is moderate relative to other Tulsa County schools—enough that a parent focused on strong test scores would want to investigate further, and enough that a family looking for a solid neighborhood school in a growing commuter suburb may find it a reasonable fit. The absence of key contextual data means the full picture is incomplete, and some of the most useful questions about student supports and enrichment remain unanswered on the public record.
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