The top reported proficiency rate is 9% in Math. The lowest is 0% in Science.
Original Research by School Decision on Thelma R. Parks Es
Thelma R. Parks Elementary School is a regular public school in Oklahoma City, serving students from prekindergarten through fourth grade. It is part of the Oklahoma City Public Schools district and sits on Northeast 30th Street, in a residential area of the city. The school’s enrollment is modest for its grade band, with students distributed across grades from PK through fourth.
The student body is predominantly Black, with a substantial share of students identifying as Hispanic and a notable percentage identifying with two or more races. Smaller groups include American Indian or Alaska Native students and a very small number of Asian, Native Hawaiian or Pacific Islander, and White students. The share of students who qualify for free or reduced-price meals was not reported in the available data.
State testing results for the 2024-25 school year show that in both third and fourth grade, proficiency rates in math and English language arts are low. In fourth grade, the English language arts proficiency rate was particularly weak. When compared to other elementary schools in Oklahoma County, this school’s overall proficiency across tested subjects and grades sits in the bottom quarter. Science results are available only from a prior testing cycle (2018-19) for fifth grade, and that cohort recorded a zero percent proficiency rate; because the school now stops at fourth grade, that older figure may not reflect the current program. The state adjusted its cut scores in math and English language arts for that testing year, so direct year-over-year comparisons are not reliable.
Because Thelma R. Parks serves only early elementary grades, there is no graduation rate to report, and data on chronic absenteeism and discipline was not available in this record. No information was provided about specific academic programs, extracurricular offerings, or staff qualifications.
The school sits within the sprawling, auto-oriented landscape of Oklahoma City, a state capital whose economy is anchored by oil and gas, federal employment (Tinker Air Force Base and the FAA), livestock markets, and state government. Downtown Oklahoma City and districts like Bricktown offer concentrated walkable areas, but most of the city, including the neighborhood around the school, is car-dependent. The city has invested in downtown revitalization through the MAPS sales-tax program, and its population has grown over the past decade. In the zip code that includes this school, typical home values are modest and have declined over the past year, while rents have edged slightly higher. The estimated monthly housing cost for a median-priced home is lower than the typical rent, suggesting that buying may be more affordable than renting in this area, though national interest rates remain elevated.
We looked for recent district-level initiatives or bond measures that might affect Thelma R. Parks, but the available research yielded little detail. Oklahoma City Public Schools is a large urban district serving a geographically vast area, and it has faced challenges related to funding and school condition in publicly reported accounts, though no specific recent changes were confirmed in the data provided.
For a family considering this school, the picture is straightforward. Thelma R. Parks is an elementary school in a large urban district, with a diverse student body and a modestly priced housing market in its immediate area. Academic proficiency on state tests is substantially below state and county averages, and families would want to ask the school directly about the supports it offers for core instruction, intervention, and enrichment, especially for students who are not yet meeting grade-level benchmarks. The school’s setting is car-dependent and its housing market is relatively affordable, which may appeal to families looking to live within the city without paying a premium. The absence of data on economic disadvantage, special education, and English learner populations means that a fuller picture of student needs and school resources would require a direct conversation with the school or district.
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