The top reported proficiency rate is 8% in Math. The lowest is 6% in English language arts.
Original Research by School Decision on Coolidge Es
Coolidge Elementary sits in the southern part of Oklahoma City, serving children from pre-kindergarten through fourth grade. It is a neighborhood school within the Oklahoma City Public Schools system, neither a charter nor a magnet. The student body of roughly 540 children is overwhelmingly Hispanic, with much smaller shares of White, Black, American Indian, and Asian students. The school’s geographic footprint is part of one of the country’s most sprawling cities — a state capital whose economy blends government, energy, livestock markets, and federal installations like Tinker Air Force Base. The surrounding zip code, home to the school, offers housing that is relatively affordable for a metro area, with home values and rents well below national medians. A parent looking at this neighborhood would find a dense, auto-oriented environment; the city’s walkable districts are concentrated downtown, not in most residential areas.
Academically, the statewide test results for Coolidge are a central fact for any family considering the school. In the most recent assessment year, proficiency rates in both math and English language arts were very low — in the range that typically signals that most students are working substantially below grade-level expectations. For third grade math, only a small fraction of students scored proficient; fourth grade math was in a similar range. English language arts was even lower, with roughly the same small share reaching the proficient bar in both third and fourth grades. The only science data available comes from an older year (fifth grade was tested then), and it too showed a very low proficiency rate. When compared with other schools across districts in Oklahoma County, Coolidge’s overall proficiency index places it in the bottom quarter. This is a consistent and sobering pattern. A parent may want to ask the school directly what academic interventions, instructional strategies, and support systems are in place. The data available does not describe specialized programs, gifted offerings, or extended learning opportunities; none were reported in the source material. Because the school serves only early elementary grades, no graduation rate applies, and no high school pathways or career programs are part of its scope.
The student peer group is largely composed of children from Hispanic backgrounds. Data on how many students qualify for free or reduced-price meals, receive special education services, or are classified as English learners was not provided, so a parent should seek those numbers from the school directly. These figures often inform a fuller picture of the resources a school dedicates to varying student needs.
The district that operates Coolidge, Oklahoma City Public Schools, is one of the largest in the state. No recent bond initiatives, strategic plans, or district-level changes surfaced in the research available here, so a family interested in broader district direction may need to consult the district’s own communications.
The city itself is undergoing sustained growth, fueled by the multi-decade MAPS sales-tax program that has reshaped downtown with parks, a streetcar, a convention center, and other public amenities. That growth has been outward as well, with suburban expansion in neighboring counties. The school sits in a part of Oklahoma City that is less subject to that downtown reinvestment, more typical of the city’s vast, car-dependent residential stretches. The housing stock in the zip code is modestly priced, which may matter to families weighing homebuying against the school’s academic profile.
In sum, Coolidge Elementary is a small, young-grade school with a predominantly Hispanic enrollment, located in an affordable but deeply auto-oriented corner of a growing Sun Belt capital. Its state test results are low relative to county peers, suggesting significant academic challenges. A family considering it should expect to be proactive in understanding its academic support, intervention programs, and whether the school’s resources align with their child’s needs.
See more original research from School Decision →