The top reported proficiency rate is 22% in Science. The lowest is 20% in English language arts.
Original Research by School Decision on Moffett Public School
Moffett Public School sits in a town that has nearly disappeared. Moffett, Oklahoma, recorded a population of 38 in the 2020 census, and estimates suggest that number has fallen further since. The town occupies the Arkansas River floodplain, directly across from Fort Smith, and peaked in population many decades ago. It filed for bankruptcy after losing speed-trap revenue, and repeated floods have blocked any recovery. There is no commercial district to speak of. The school itself, which serves prekindergarten through eighth grade, enrolls far more students than the town has residents, meaning it draws almost entirely from the surrounding rural parts of Sequoyah County. For most families living here, the school is the central institution.
Because Moffett Public School serves only through eighth grade, it does not report a high school graduation rate. That is not a missing metric; it simply does not apply to this grade band. Students who finish eighth grade here will need to enroll in a high school elsewhere, which is an important transition for families to plan for.
State testing data from the 2024-25 school year, using the Oklahoma School Testing Program, shows a mixed and generally low picture of academic proficiency. Overall proficiency across tested subjects and grades places the school above the midpoint relative to other districts in Sequoyah County. That relative position is worth noting, but the actual results give a more detailed view.
In math, proficiency rates for grades three through eight show a clear step-down as students get older. Third graders posted a rate that was the strongest of any tested grade in either subject, while fourth grade was lower. Fifth-grade math results were suppressed, meaning the state did not report them, often because of small group size. By sixth grade, the proficiency rate fell sharply, and it dropped further in seventh and eighth grades, where only about one in ten students scored at the proficient level. In English language arts, the pattern is consistent across grades. Third, fourth, fifth, and sixth grades all showed proficiency rates in the same modest range. Seventh and eighth grade ELA results were suppressed. Science was tested in fifth and eighth grades. Fifth graders produced a rate a bit above the school's ELA results for that grade, while eighth grade science was suppressed.
The enrollment is heavily Native American and white, together making up roughly two-thirds of the student body, with Black students accounting for most of the remainder and a smaller group identifying as two or more races. Hispanic and Asian students each represent a very small share. Free or reduced-price lunch data was not available, so a parent may want to ask the school directly about the share of students who qualify for assistance. Data on students with disabilities and English learners was also missing.
The school is a traditional public school, not a charter or magnet. It is not a Title I school according to the available data, though that status can change year to year. There is no publicly reported information about the school's staffing ratios, class sizes, discipline rates, or chronic absenteeism. The district brief turned up no recent major changes, budget events, or program shifts worth noting.
The housing context in Moffett itself is essentially nonexistent. There is no active real estate market to speak of in a town of fewer than 40 people. Families who send their children here likely live on surrounding rural roads or in the broader Sequoyah County area. Commuting to Fort Smith for work or shopping is the norm.
For a parent considering this school, the central facts are straightforward. The school serves a small rural community through eighth grade only, and its state test results show that while early elementary math starts in a reasonable place, performance drops considerably in middle school. The school sits slightly above average compared to its county peers, but the raw proficiency numbers are low enough that a family should inquire about academic support and intervention programs, particularly for older students. The setting is quiet, isolated, and declining in population, with limited civic infrastructure and no nearby commercial amenities. This is a school whose identity is tied to a vanishing town, and whose students come from a wide rural catchment area.
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