The top reported proficiency rate is 32% in Math. The lowest is 26% in English language arts.
Original Research by School Decision on Oologah-talala Upper Es
Oologah-Talala Upper Elementary serves third through fifth grade in the Oologah-Talala district, a public school housed on its own campus in the small Rogers County town of Oologah. The school is not a charter and, at this grade band, does not yet generate metrics like a graduation rate or chronic absenteeism data that apply to high schools. Free or reduced-price meal figures were not available in the data, nor were counts for students with individualized education plans or English learners, so a parent may want to ask the district directly about those support structures.
The town of Oologah itself is a residential community that grew steadily after the construction of Oologah Lake and its dam, with a family-oriented profile and a median age and share of residents under eighteen that point toward younger households. Its compact downtown clusters around the highway junction, while school campuses sit apart from the core. The town’s economy leans on the school district, the U.S. Army Corps of Engineers’ lake project, local retail, and the nearby Will Rogers Birthplace Ranch as a tourist draw. Proximity to Tulsa via the highway makes it a commuter-friendly setting. The Oologah-Talala district, which also runs a lower elementary and a high school, had no publicly reported significant recent changes in the period we examined.
Academically, Oologah-Talala Upper Elementary posted results from the state’s OSTP assessments in math and English language arts across grades three through five, with fifth-grade ELA and science results suppressed in the data. In math, roughly one in three students scored proficient or above at each grade level. In English language arts, about one quarter of third and fourth graders reached that bar. The suppression of fifth-grade ELA and science scores means no full picture is available for that year. Oklahoma adjusted its cut scores for math and ELA in this testing cycle, so the school’s results are not directly comparable to prior years. Against the backdrop of the county, the school’s overall proficiency across tested subjects and grades sits above the midpoint among the ten districts in Rogers County, placing it in the middle-to-upper part of that local field rather than at the top or the bottom.
The student body is predominantly white, with a substantial American Indian or Alaska Native population and a notable share of students who identify as two or more races. Smaller groups of Asian and Hispanic students are also present. The total enrollment numbers are moderate for an upper elementary spanning three grades, large enough to sustain grade-level sections but not so large as to feel anonymous.
Housing in the area carries a value above the Oklahoma state average and modestly below the national median, reflecting a market that is more affordable than many parts of the country but not as inexpensive as the state as a whole. A parent looking at this school is looking at a small-town public elementary with academic results that are middling to slightly above average in the county context, a community that has been growing steadily, and a set of student demographic characteristics that include meaningful racial diversity, particularly among Native American and multiracial families. The gaps in economic and special-education data mean that a fuller picture of student need and support would require a conversation with the school itself.
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