The top reported proficiency rate is 24% in Math. The lowest is 14% in English language arts.
Original Research by School Decision on J. F. Kennedy Es
J. F. Kennedy Elementary School serves the tiny, rural town of Oilton in northwestern Creek County. The school covers pre-kindergarten through eighth grade, a wide span that means children spend most of their elementary and middle school years in one building. The district, Oilton Public Schools, operates a single K-12 campus, so the high school is in the same small complex. For a family considering this school, the most immediate context is that Oilton is a place of long-term population decline, originally an oil boom town that has since shifted to a largely agricultural economy and lost population steadily for decades. A notable share of employed residents commute to Bristow, Sapulpa, and Sand Springs for work, suggesting that local employment options are limited.
The student body is overwhelmingly white, with a smaller but meaningful share of American Indian or Alaska Native students and a modest Hispanic population. The school is small, which is typical for a rural community of this size, and enrollment appears balanced across grades from kindergarten through eighth grade. Free or reduced-price lunch data was not available, but in a town with this economic profile, the share of students from lower-income households is likely substantial. A parent should ask the school directly about its Title I status and the specific economic picture of the student population.
State assessment results from the most recent testing year paint a clear picture. Proficiency rates in both math and English language arts are low across every tested grade. In math, the results that were reported fall well below the midpoint among districts in Creek County. In English language arts, the pattern is similar. Science results, where available, also show a small share of students reaching proficiency. It is important to note that the state changed its cut scores recently, which makes year-over-year trend comparisons unreliable for now, but the current snapshot is straightforward: the school’s academic performance is weak by the standards of the county. A parent considering this school will want to understand what supports the school offers for students who are behind grade level and what its approach to improvement looks like, as the data suggests many students will need additional help.
Because the school serves only through eighth grade, there is no graduation rate to report. That metric applies to the high school, which is in the same district but a separate entity. The school’s small size limits some data reporting: several grade-level results were suppressed to protect student privacy, which is common when very few students take a test.
The town of Oilton offers a quiet, rural setting. The built environment is sparse, with a Main Street corridor and highway access, but no detailed walkability data or description of street life was available. The school is centrally located on Peterson Street, within the compact town footprint. Housing data was not provided, but in a town with a high vacancy rate and sustained population loss, the housing market is soft. A family moving to the area for this school should expect a small community with limited amenities and a long commute for many types of employment.
We looked for information about recent district-level changes or strategic priorities from the district brief and found nothing substantial to report. The district did not surface any recent bond measures, program launches, or leadership transitions that would change the picture for an incoming family. The school’s website may offer more detail on its specific academic programs or extracurricular offerings, but those were not included in the data provided. A parent who wants to know about arts, athletics, after-school activities, or specialized instruction would need to contact the school directly.
J. F. Kennedy ES is a small, rural school serving a community that has been shrinking for decades. Its academic results are low, and a family considering it should go in with eyes open about the academic starting point and ask pointed questions about what the school is doing to raise performance. For a family that values a very small school, a single-campus setting where a child can stay in the same building from pre-K through middle school, and a quiet rural town, it may fit. For a family seeking strong academic outcomes or a wide array of program options, the evidence here suggests this is not that place.
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