Lone Star Public School, Sapulpa OK

Original Research by School Decision on Lone Star Public School

Lone Star Public School serves students from pre‑kindergarten through eighth grade in Sapulpa, Oklahoma, operating as a traditional public school in the Lone Star district. It is not a charter or magnet school. The grade band means there is no high school graduation rate to report and no advanced placement or dual‑credit course data, because those typically apply to upper grades the school does not offer.

The school sits in Sapulpa, a mid‑sized city that is the county seat of Creek County and part of the Tulsa metropolitan orbit. Its economy retains a manufacturing core, with a historically rooted glass industry and a diversified industrial base, and the city markets itself as “Oklahoma’s Most Connected City” at the intersection of several highways. Historic Route 66 runs through town, giving Sapulpa a heritage‑tourism dimension. The population has grown modestly in recent years, and a recent annexation of land near West Tulsa suggests continued expansion pressure along the corridor. The housing market is a bit below the state benchmark for home values and rents, which generally makes the area more accessible for families looking to buy or rent compared to pricier parts of the state, though the usual mortgage and rent costs still shape household decisions.

The student body is large for a pre‑K through 8 school, drawing from a wide attendance area. In terms of composition, the majority of students are White, and substantial shares are American Indian or Alaska Native and two or more races, with a smaller Hispanic population and very small Asian, Black, and Native Hawaiian or Pacific Islander groups. Free or reduced‑price lunch data was not available, so a parent would want to ask the school directly about economic need levels. Special education and English learner counts were also not reported in the available data.

On state assessments, the picture varies noticeably by grade and subject. In math, the proportion of students scoring proficient or above is strongest in the lower grades, with a clear drop‑off as students move into middle school. The eighth‑grade math result is well below the district’s own earlier‑grade performance, a soft spot that families moving into the upper grades may want to discuss with the school. Some grade‑level results in English language arts and eighth‑grade science were suppressed, so a complete reading for those subjects is not possible here. In English language arts, the reported grades show a moderate share of students meeting the bar, with a similar tendency toward lower proficiency in eighth grade. Fifth‑grade science is an area where a reported result aligns with early‑grade math.

When placed among the other school districts in Creek County, Lone Star Public School’s overall proficiency index across tested subjects and grades sits in the top quartile. That comparison set includes both elementary‑only and K‑8 districts, so the ranking reflects how this school’s combined performance stacks up against a range of peers in the county. A parent may find that context useful, but the variation by individual grade means the district‑level comparison does not tell the whole story for a particular child’s grade.

The district itself did not surface any recent curriculum changes, bond referendums, or pedagogy shifts in publicly available sources. The research found little of lasting impact, so the narrative here is limited to what the school’s own data and community context show.

For a family considering Lone Star Public School, the key takeaway is that the school offers a full pre‑K through eighth‑grade pathway in a suburban/exurban setting within commuting distance of Tulsa. The strongest academic outcomes appear in the early elementary grades, while middle‑school math and eighth‑grade reading present areas where the school’s results are lower, worth an inquiry about supports and interventions. The peer environment is predominantly White with a significant American Indian presence, reflecting the area’s demographic history. The community is growing modestly, housing is relatively attainable, and the school’s countywide proficiency position is favorable, though the grade‑by‑grade variation means a close look at a child’s specific grade is advisable.

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Academic performance

How students perform on state tests, by grade, set against the district.

Math

Grade 350%

School 50% · District 50%

▲ 21 pts above state median · ▲ 12 pts above county median

Grade 453%

School 53% · District 53%

▲ 23 pts above state median · ▲ 29 pts above county median

Grade 539%

School 39% · District 39%

▲ 19 pts above state median · ▲ 18 pts above county median

Grade 627%

School 27% · District 27%

▲ 8 pts above state median

Grade 812%

School 12% · District 12%

even with state median

English language arts

Grade 337%

School 37% · District 37%

▲ 15 pts above state median · ▲ 11 pts above county median

Grade 536%

School 36% · District 36%

▲ 15 pts above state median · ▲ 10 pts above county median

Grade 738%

School 38% · District 38%

▲ 18 pts above state median · ▲ 19 pts above county median

Grade 821%

School 21% · District 21%

▲ 4 pts above state median · ▲ 3 pts above county median

Science

Grade 550%

School 50% · District 50%

▲ 26 pts above state median

This schoolLONE STAR, same grade

Graduation rate (ACGR) reflects the federally published Adjusted Cohort Graduation Rate for the most recent year available. We refresh this data annually at the close of each academic year in June. The federal source publishes a banded rate (for example, "90-94%") instead of an exact number for cohorts small enough to risk identifying individual students. The state distribution chart, where shown, plots every school in the state with a published rate or band; schools whose rate is federally suppressed are excluded. Where the federal source publishes a band rather than an exact rate, the school is placed within its band using a stable, ID-derived offset, so its position is consistent across visits.

Proficiency by household income

English language arts

Grade 3Lower-income70%Higher-income83%14 pp gap

Grade 4Lower-income53%Higher-income80%27 pp gap

Grade 5Lower-income53%Higher-income74%21 pp gap

Grade 6Lower-income43%Higher-income68%25 pp gap

Grade 7Lower-income44%Higher-income58%14 pp gap

Grade 8Lower-income27%Higher-income72%45 pp gap

Mathematics

Grade 3Lower-income44%Higher-income77%33 pp gap

Grade 4Lower-income49%Higher-income73%24 pp gap

Grade 5Lower-income36%Higher-income56%20 pp gap

Grade 6Lower-income50%Higher-income62%12 pp gap

Grade 7Lower-income27%Higher-income35%8 pp gap

Grade 8Lower-income14%Higher-income44%31 pp gap