The top reported proficiency rate is 26% in Science. The lowest is 17% in English language arts.
Original Research by School Decision on Roff Es
Roff Elementary School serves students from pre-kindergarten through eighth grade in the small, rural town of Roff, Oklahoma. The school is part of the Roff Public Schools district and is located at the same address as the high school, appearing to sit within the town’s small grid rather than on a separate campus. Roff itself has experienced long-term population decline and remains an agricultural and residential community with limited commercial activity, a setting that shapes the peer environment a student experiences.
The student body is small and predominantly white, with a notable share of American Indian or Alaska Native students. A small number of Hispanic students and students of two or more races are also enrolled. No data on economic disadvantage, special education, or English learner status was available, so a parent may want to ask the school directly about the level of support services and the share of students who qualify for free or reduced-price meals.
State testing results from the 2024-25 school year were limited. Oklahoma’s assessment uses a proficiency standard that the state considers a moving target due to recent cut-score changes, which makes comparisons with prior years uncertain. For the grades where results were reported, proficiency rates in math and English language arts were low. In third grade, a modest share of students scored proficient on both subjects. Fourth grade English language arts showed a similar pattern. Fifth grade math, English language arts, and science, along with sixth and seventh grade math and English language arts, had results that were suppressed, likely due to small group sizes. By eighth grade, about a quarter of students met the bar in math, and a slightly smaller share did so in English language arts. Fifth grade science results were reported and were similarly modest. Across all tested subjects and grades, the school’s overall proficiency index places it in the bottom quartile relative to other districts in Pontotoc County. A parent should be aware that these results represent a single year’s snapshot and that small enrollments can make a few students’ scores carry more weight.
Because the school ends at eighth grade, there is no graduation rate to report. Students who live in the district continue to Roff High School for grades nine through twelve.
The community context is straightforward. Roff is a remote rural town with a population that has trended downward over many decades. Housing values are moderate and below the state benchmark. The school itself is a central institution in town, and the district is a significant local employer. No recent major development or district-level changes were found in public sources.
For a family considering Roff Elementary, this is a small-school environment in a quiet, declining rural town. The academic profile, based on the available test data, is unambiguously low relative to county peers. The school’s size means that class groups are small, and individual attention may be easier to come by, but the peer group is also small and the academic expectations as measured by state assessments are not high. A parent moving to the area with school-age children would want to talk to the principal about what academic supports are in place and how the school works with students who are below grade level.
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