The top reported proficiency rate is 52% in Math. The lowest is 36% in English language arts.
Original Research by School Decision on Barnes Es
Barnes Es serves prekindergarten through fifth grade in the Midwest City-Del City district, sited in southeast Oklahoma City along a rural-urban fringe. Oklahoma City itself is a vast, sprawling state capital that extends across four counties, and the stretch of SE 59th Street where the school sits sits at the edge of the developed metro area, not far from where residential subdivisions give way to ranchland and industrial zones. The economy here carries the weight of Tinker Air Force Base, energy-sector headquarters, and state government, with a livestock market that draws international traffic. The school draws its students from the surrounding residential blocks of eastern Oklahoma City, an area that is part of a very large city but feels more like a suburban edge community.
Demographically, the student body is majority white, with a substantial Hispanic population that accounts for roughly a fifth of the enrollment, and smaller representation of two-or-more-race students and Black students. The school serves about that size of student body for an elementary school, with fairly balanced grade-level groups across kindergarten through fifth grade plus a prekindergarten program.
On state assessments administered in the 2024-25 school year, students in third grade posted a proficiency rate in math that was above the midpoint, while the fourth-grade math proficiency rate was stronger still. The fifth-grade math results were suppressed from public reporting, which means a parent may want to ask the school directly about that cohort's performance. In English language arts, third-grade proficiency was lower, and the fourth- and fifth-grade ELA results were also suppressed. The fifth-grade science assessment likewise had its results suppressed. Because some grade-level results are not available, a complete picture of the school's academic standing is partially obscured; this is not unusual for a smaller school where small cohort sizes trigger data suppression rules, but it does mean a parent reviewing the data cannot see the full set of outcomes.
When compared across tested subjects and grades that are reportable, the school places in the top quartile among Oklahoma County districts for overall proficiency. That is a strong showing and suggests that, in the grades and subjects where data is available, students are performing well relative to a broad field of more than thirty county districts. The cut-score changes that Oklahoma applied to math and ELA assessments in this testing cycle make year-over-year comparisons uncertain, so this single year's results provide a snapshot rather than a trend line.
No information was available about free or reduced-price lunch eligibility, special education designations, or English learner status, so a parent cannot gauge the concentration of economic disadvantage or special-needs support from this data alone. Similarly, there is no discipline data or attendance data provided.
The district itself, Midwest City-Del City, showed no recent parent-relevant changes in the available research, and no bond elections, curriculum shifts, or property tax changes turned up in the search. That may reflect a period of stability or simply that such information was not captured in the search results.
Barnes Es serves only elementary grades, so there is no graduation rate to report. The school's program offerings were not detailed in the data, so a parent would need to contact the school to learn about any enrichment, music, art, physical education, or before- and after-care programs that may be available.
For a family considering this school, what is clear is that it is a mid-sized elementary in a large district, situated at the eastern outskirts of an enormous city that has invested heavily in downtown revitalization through its MAPS program but whose far-flung residential neighborhoods remain heavily car-dependent. The proficiency data that is visible points to a school that performs well relative to its county peers, particularly in math, but the gaps in public data mean that not every dimension of its academic and operational profile is open to view. A parent would be well served to visit, ask about the suppressed results, and inquire directly about student support services and enrichment offerings.
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