The top reported proficiency rate is 26% in English language arts. The lowest is 23% in Math.
Original Research by School Decision on Howe Es
Howe ES serves students from pre-kindergarten through eighth grade in the rural town of Howe, Oklahoma, within Le Flore County. The school enrolls a student body that is predominantly white, with a substantial American Indian or Alaska Native population, and smaller shares of Hispanic and multiracial students. The school sits within the Howe district, which is the central civic institution in a very small town that has experienced population decline over recent decades. The town itself has limited commercial infrastructure, no public transit, and no large employers, with most workers likely commuting to nearby Poteau or Heavener. Housing values in the area are below state and national medians, and the overall economic context is modest.
State testing results from the 2024-25 school year present a mixed picture that varies by grade and subject, and some results are suppressed, making a full read difficult. In mathematics, fourth grade showed a proficiency rate above the midpoint when compared with other districts in Le Flore County, but performance declined sharply in later grades; sixth grade and seventh grade both posted proficiency rates that were low, and eighth grade saw a very small share of students reaching proficiency. In English language arts, results were suppressed for several grades, though seventh grade reported a proficiency rate that was in a low range. Science results for fifth and eighth grades were both suppressed, so no conclusion can be drawn there. Across all tested subjects and grades, the school’s overall proficiency index placed it in the top quartile relative to other districts in Le Flore County, which means that while some grade-level figures are soft, the school’s combined performance is stronger than many of its county peers. Still, a parent with a child in the upper elementary or middle school grades may want to discuss specific grade-level results with the school directly, especially in math, where the trajectory from fourth to eighth grade shows a clear pattern of lower attainment.
Because Howe ES only goes through eighth grade, there is no graduation rate to report. No information was available about chronic absenteeism, discipline rates, staffing ratios, course access, or the share of students receiving special education or English learner services. Free or reduced-price meal data was also missing. The district brief turned up no recent parent-relevant changes such as referenda, curriculum overhauls, or facility projects, so nothing to report on that front.
The school is not a charter and operates as a regular public school. It does not appear to serve as a magnet or Title I school, though that information was not confirmed. The community context suggests that families who live in Howe are choosing a small, rural setting where the school is tightly woven into the town’s identity. Peer environment for students reflects the local demographics, which are predominantly white and American Indian or Alaska Native. The academic pathway for students at Howe ES is defined by a single school building serving pre-K through eighth grade; after that, students would move to a separate high school within the same district for grades nine through twelve. The school’s test results show strength in early elementary math relative to the county, but the pattern of declining math proficiency in later grades is a soft spot that prospective families should weigh. The school’s overall position within Le Flore County is favorable by the proficiency index, but that aggregate measure masks the variability across grades and subjects. Families considering Howe ES should look into the specific supports available for middle-grade math and should also seek out information on attendance, staffing, and program offerings, as those data points were not available here.
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