The top reported proficiency rate is 26% in Science. The lowest is 14% in Math.
Original Research by School Decision on Monroe Es
Monroe Elementary School, a public school in Oklahoma City, serves students from prekindergarten through fourth grade. It is part of the Oklahoma City Public Schools district, which governs a vast, urban system that spans the state’s capital. The school itself sits on a residential street in the central part of the city, a neighborhood that, like much of Oklahoma City, is car-dependent and spread out, though downtown’s civic and cultural anchors are within a short drive.
The student body is diverse. Hispanic students make up the largest racial or ethnic group, followed by Black students, white students, students of two or more races, Asian students, Native American students, and a small number of Native Hawaiian or Pacific Islander students. The school enrolls roughly the population one would expect for a PK-4 elementary, with about six grade levels operating. Information on how many students qualify for free or reduced-price lunch, receive special education services, or are English learners was not available for this profile, so a parent may want to ask the school directly about the supports it offers for those student groups.
The school’s academic performance, based on the most recent state testing, shows that a relatively small share of students met the proficient or advanced bar in both math and reading for grades 3 and 4. In math, roughly one in ten third graders and about one in six fourth graders scored at or above the proficient cut. In reading, the numbers were similar: just under one in five third graders and about one in six fourth graders reached that level. Among Oklahoma County’s school districts, Monroe’s overall proficiency index places it below the midpoint. The state changed its cut scores in recent years, which makes direct year-to-year comparisons difficult, but the current picture is one of low overall attainment. Science data was available only from a prior year and for grade 5, a grade the school no longer serves, so it offers little insight into the current program. Because this is an elementary school that does not enroll high school grades, there is no graduation rate to consider.
The housing and community context for families considering this school reflects broader trends in Oklahoma City. Home values in the surrounding zip area are moderate, though they have seen a slight decline over the past year. Rents, by contrast, have been rising more noticeably, suggesting that the rental market is tightening. The national unemployment rate has been steady, and the area’s economy is anchored by a mix of government, energy, aviation, and livestock industries. Oklahoma City continues to grow, with sustained population increases and long-term investments in downtown infrastructure through the MAPS programs. That growth brings opportunity, but it also means that school resources and housing affordability can vary widely across the district’s sprawling footprint.
We looked for information on recent district-level initiatives such as bond referendums or strategic priorities that might affect Monroe, but found little publicly reported within the available material. A parent considering this school may want to inquire about specific programs the school offers, how it supports students who are below grade-level benchmarks, and what enrichment opportunities exist for younger children. The school’s website, its principal, and the district administration would be the best sources for that kind of detail.
In short, Monroe Elementary serves a diverse early-elementary population in a large urban district. Its state test results indicate that most students are not yet reaching the proficient level, and the school’s performance relative to other Oklahoma County districts sits in the lower half. The surrounding housing market is moderately priced but showing some signs of softening on the ownership side and rising costs for renters. Families who are looking at this school should feel comfortable asking direct questions about academic intervention, staffing, and the school’s fit for their child’s particular needs.
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