The top reported proficiency rate is 19% in Math. The lowest is 12% in Science.
Original Research by School Decision on Lincoln Es
Lincoln Elementary School serves kindergarten through fifth grade in Ponca City, Oklahoma, and is part of the Ponca City school district. The school is located on West Grand Avenue in a small city whose economy was built on the petroleum industry, anchored historically by Conoco and now by the Phillips 66 refinery. The population has declined steadily since the early 1990s after ConocoPhillips moved non-refinery operations out of the city, and the community has been working to attract technology, manufacturing, and service jobs to diversify its economic base. The housing market here is affordable, with home values and rents well below state and national medians.
Lincoln is a mid-sized elementary school whose student body is predominantly white, with a substantial share of American Indian or Alaska Native students and a notable Hispanic population. Smaller shares of students identify as two or more races, Native Hawaiian or Pacific Islander, or Black. The school serves a range of elementary grades and the enrollment is roughly evenly distributed across kindergarten through fifth grade. Data on how many students qualify for free or reduced-price meals and how many receive special education services or are English learners was not available in the source materials, so a full picture of the school's support needs is incomplete.
On the state assessments administered by Oklahoma, Lincoln's students showed low rates of proficiency in the 2024-25 school year. In math, the share of students scoring proficient or above was in the range of a small fraction of students, with performance declining notably from the lower to the upper grades. In English language arts, the pattern was similar across the tested grades. Science results, available only for fifth grade, were also in the low range. Compared with other districts in Kay County, Lincoln's overall proficiency across tested subjects and grades fell in the bottom quartile. A parent should understand that these scores represent one year's data and that the state changed its cut scores for math and English language arts in this testing cycle, which makes direct comparison with prior years uncertain.
The school has a standard grade configuration, and there is no available information indicating magnet, charter, or specialized program offerings. Data on discipline, chronic absenteeism, staffing ratios, and course access was not available in the source materials. The district brief turned up little of lasting impact regarding recent changes, so this narrative cannot speak to any active district-level initiatives or restructuring.
For a family considering Lincoln, the school sits in a community that has seen long-term population decline and economic restructuring away from its historical oil-industry base. The housing market is affordable, which may be a practical consideration. Academically, the state test results are well below state averages, and a parent would benefit from a direct conversation with the school about its instructional approach, intervention strategies, and any support services it provides. The absence of data on poverty indicators, special education, and English learner services means a parent will need to ask those questions directly. This is a school that serves a diverse student body in a small, historically industrial city, and its academic numbers point to significant challenges that warrant a closer look from any family choosing a school.
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