The top reported proficiency rate is 19% in Math. The lowest is 6% in Science.
Original Research by School Decision on Mary White Es
Mary White Elementary is the single K-5 school for the Haskell school district in rural Muskogee County, serving a small Oklahoma town that has seen a sustained population decline over recent decades. The school serves students from pre-kindergarten through fifth grade, and there is no graduation data because the school does not serve high school grades. State testing data covers grades three through five in math, English language arts, and science, and the results are a central piece of information for a family considering this school.
On the most recent state assessments, proficiency rates for Mary White elementary students are soft across all tested grades and subjects. In math, the share of students scoring at the proficient level or above ranged from a relatively higher rate in fourth grade down to a lower rate in fifth grade, with third grade falling somewhere in between. In English language arts, the pattern was similar, with fourth grade showing the lowest proficiency rate and third grade also very low. In fifth-grade science, the proficiency rate was also very low. When compared to other districts in Muskogee County, the school's overall proficiency index falls in the bottom quartile of the comparison set. A parent moving to the area or choosing among schools should know these attainment levels are well below the middle of the pack among neighboring districts.
The school's student body is diverse in its racial and ethnic composition. White students make up the largest share, followed by students who identify as two or more races. There is also a notable presence of American Indian or Alaska Native students, as well as smaller shares of Hispanic, Black, and Asian students. Data on the share of students who qualify for free or reduced-price lunch was not available in the provided information, so it is not possible to characterize the economic need level of the student population from this source.
Enrollment data shows a school that is of a size typical for a small-town elementary school, with a grade-by-grade breakdown that appears fairly stable across the elementary years. The school does not report data on the number of students receiving special education services or English learner support, so those dimensions of the student population are not visible here. The school is a traditional public school rather than a charter, and its magnet and Title I status were not reported.
Haskell itself is a small rural town on US Route 64, roughly midway between Muskogee and Tulsa. The town's population has been declining over the long term, a trend that predates the recent census. A major infrastructure change in the mid-20th century, the completion of the Tulsa-Muskogee Turnpike, bypassed the town and diverted traffic away from the highway corridor that had supported local businesses. The town remains primarily residential, with limited commercial activity. There is a city park that hosts an annual community celebration, and a small lake built by the WPA provides fishing. No major new housing developments or growth projects were mentioned in the information reviewed. In 2024, citizens voted to change the form of local government from a town trustee system to a council-city manager system, a governance change that may signal an effort to adapt to the town's circumstances.
The district itself did not surface any recent parent-relevant changes in the information reviewed, such as a new superintendent, a bond measure, a boundary change, or a program addition. The search for such items did not return results, so this narrative notes that gap rather than guessing.
For a family weighing this school, the central takeaway is that Mary White Elementary serves a small, rural, and slowly depopulating community, and its state test performance is well below the county average. The school does serve pre-kindergarten, which is a resource for families with young children. A parent may want to talk directly with the school about academic supports, programming in the early grades, and what progress the school sees in its own measures, since the state data alone presents a challenging picture.
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