The reported proficiency rate for English language arts is 25%.
Original Research by School Decision on Monroe Public School
Monroe Public School is the single public school serving the small, rural unincorporated community of Monroe in far eastern Le Flore County, Oklahoma. It serves students from prekindergarten through eighth grade. Because it does not include high school grades, the school does not report a graduation rate, and state testing data is not available for the upper grades where it would typically be expected for a full K-12 school. The school’s enrollment is small, and the grade-level groups in each classroom are very small as well, a fact that shapes nearly everything about the school’s academic picture.
The student body is predominantly white, with a substantial share of students who are American Indian or Alaska Native. A very small number of students are Black or identify as two or more races. Data on the share of students who qualify for free or reduced-price meals, receive special education services, or are English learners was not reported, so a parent looking for that information would need to ask the school directly.
State assessment results for the 2024-25 school year are sparse, which is typical for a school this size. For the third and fourth grades, where the tested group was just large enough to report a rate, the proficiency rate in English language arts was at a level that, when averaged with other available subjects, places the school in the top quartile relative to other districts in Le Flore County. However, this index is based on only two reported rates, and the suppressed results for other grades and subjects mean the picture is incomplete. Mathematics results for all grades were suppressed because the tested groups were too small; the same is true for science in the tested grades of five and eight. The state has recently changed its cut scores for reading and math, so comparing this year’s results to prior years is not straightforward. For a school this small, a family should expect that year-to-year swings in performance can be large and that the state’s suppression rules will often leave no public data for a given grade or subject.
The school operates as a traditional public school, not a charter or magnet. No information was available on course access, staffing ratios, discipline rates, or chronic absenteeism, so those areas remain uncharacterized here.
Monroe itself is a tiny census-designated place in the forested hills of southeastern Oklahoma, with a local history tied to lumber and coal. The population has fluctuated in recent years, and the community remains primarily residential with low density. No information was found on major employers, civic infrastructure like parks or libraries, or recent housing development. The district, which consists of this single PK-8 school, has no recent publicly reported changes of lasting impact. A family considering Monroe Public School would be choosing a very small, rural setting where the school is the center of the community and where academic results are difficult to gauge from public data alone because of the small numbers. The school’s comparative strength in the county on the limited available test data is a positive signal, but the lack of detail on student support programs and the suppressed results for most grades leave important questions unanswered. Families would benefit from visiting and asking directly about academic supports, class sizes in each grade, and how the school addresses the range of student needs within its small enrollment.
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