The top reported proficiency rate is 6% in English language arts. The lowest is 3% in Science.
Original Research by School Decision on Adelaide Lee Es
Adelaide Lee Elementary School, a public school in the Oklahoma City Public School system, serves students from Pre-Kindergarten through fourth grade. It sits on Southwest 29th Street in Oklahoma City, a sprawling state capital whose economy is shaped by oil and gas, federal employment at Tinker Air Force Base, the livestock industry, and state government. The city’s vast footprint means most neighborhoods outside the downtown core are car-dependent, and the area around the school reflects that pattern.
The school enrolls several hundred students, with each grade from kindergarten through fourth grade having a comparable class size. The student body is predominantly Hispanic, with smaller shares of Black students, white students, and students identifying with two or more races. A very small number of American Indian or Alaska Native students and Asian students are also enrolled. Data on the share of students qualifying for free or reduced-price lunch, receiving special education services, or classified as English learners was not available in the material provided. A parent who wants to understand the full demographic and support picture would need to ask the school directly.
On state assessments, the school’s proficiency rates are low. In both third-grade and fourth-grade math, the share of students scoring at the proficient level or above is in the single digits. English language arts results are similarly low, with fourth-grade reaching the upper single digits. Science testing is not administered at these grade levels; the most recent available science data, from a prior year when fifth grade was tested, also showed a very low proficiency rate. These figures place the school’s overall academic performance in the bottom quartile when compared across Oklahoma County school districts. The state changed its cut scores in math and English language arts for the tested year, which makes direct comparisons with earlier years uncertain, but the pattern is clear.
Because the school serves only primary grades, there is no graduation rate to report. The school does not have publicly reported data on chronic absenteeism, discipline, course access, or staffing ratios. A parent interested in class sizes, teacher experience, or school safety climate may need to contact the school or district. The school is not a charter and does not appear to have a magnet designation; its Title I status was also not reported.
Housing in the school’s ZIP code is modest relative to the state and national benchmarks. Home values are well below the Oklahoma median and even further below the national median. Rents are also below the national average. For context, the national median household income has recently been above eighty thousand dollars, and the 30-year fixed mortgage rate has been in the mid-six percent range. These numbers suggest the area around the school is relatively affordable compared to much of the country, but parents should verify current conditions directly.
No information was available from a search of recent Oklahoma City Public Schools bond referendums or district-level strategic initiatives. The district’s own page may provide updates on facility investments, programming changes, or community engagement efforts. The city itself has been growing, driven by the voter-approved MAPS program that has funded downtown parks, a convention center, and a streetcar system, but that activity is concentrated in the urban core, not necessarily in this school’s immediate neighborhood.
Adelaide Lee Elementary is a school where families will find a diverse, predominantly Hispanic student population and a setting that serves the early educational years. The state test results point to a need for strong academic support at home and close communication with teachers. For a parent weighing options, this school’s low proficiency numbers are a clear signal that the instructional program may not yet be producing grade-level results for most students. It is worth visiting the school, asking about intervention strategies, early literacy programs, and how the school supports students who are behind. The missing data on English learner services and special education also means a parent with a child who has those needs should ask explicitly what is available.
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