The top reported proficiency rate is 41% in Math. The lowest is 33% in English language arts.
Original Research by School Decision on Eisenhower International Es
Eisenhower International Elementary School serves students from pre-kindergarten through fifth grade as part of Tulsa Public Schools, a large district that has been making news in recent years for its financial and academic challenges. The school’s name reflects a language-focused identity. International schools often offer immersion or language-acquisition programs, though specific program details for Eisenhower were not provided in the data available for this profile. A parent interested in the school’s approach to language instruction would want to confirm directly with the school what “international” means in its classrooms.
The school sits in the zip code 74105 in midtown Tulsa, a section of the city with housing values notably above the state median. The typical home value in this area is meaningfully higher than the Oklahoma average, though the rental market shows a slight recent dip. The broader Tulsa economy has moved well beyond its historical oil-and-gas roots, now anchored by aviation, finance, telecommunications, and technology. Downtown Tulsa holds a concentration of Art Deco architecture and cultural institutions such as the Gilcrease Museum and the Woody Guthrie Center. The city has grown steadily, and its metropolitan area is home to a substantial population.
Eisenhower’s enrollment reflects a diverse student body. White students make up the largest share, followed by Hispanic, Black, and multiracial students, with a smaller presence of American Indian or Alaska Native and Asian students. The data did not include the share of students who qualify for free or reduced-price lunch, or the share of students with disabilities or those identified as English learners, so an important part of the school’s economic and support profile is unknown.
On the state’s OSTP assessments, Eisenhower’s results were mixed. In math, proficiency rates varied by grade level, with the highest rate appearing in fifth grade and the lowest in fourth grade. In English language arts, proficiency was consistently modest; fourth grade posted a notably lower rate than the other two tested grades. In science, the only tested grade, fifth grade, showed a rate similar to its English language arts performance. Oklahoma changed its cut scores for reading and math in this testing year, which means the results cannot be directly compared to prior years. The state’s own comparison tool may not yet produce a clear trend. Compared to other elementary schools across Tulsa County, Eisenhower’s overall proficiency index placed it in the top quarter of the county’s districts, a relative strength worth noting.
The school has no discipline data, staffing ratios, chronic absenteeism figures, or course access information in this profile. A parent who wants to understand school climate or teacher experience would need to ask those questions directly.
Tulsa Public Schools itself has been under scrutiny. In 2023, the Oklahoma State Board of Education lowered the district’s accreditation to “accredited with deficiencies,” citing low academic performance and concerns about library book policies. The district remains open and operating. In 2024, voters approved a substantial bond package for facility upgrades, safety, technology, and instructional materials, which the district said would not raise property tax rates because it replaces expiring debt. Also in 2024, the school board voted to close two elementary schools as part of a portfolio review driven by enrollment decline; the district has seen its student count drop over the last decade. These district-level dynamics may affect Eisenhower through resource allocation or attendance boundary adjustments in the future.
For a family considering Eisenhower, the school offers a diverse student body in a relatively higher-cost Tulsa neighborhood, with state assessment results that are comparatively strong within Tulsa County but still show that a substantial portion of students are not meeting the state’s proficiency bar in any tested subject. The school serves only elementary grades, so there are no graduation rate or secondary pathway metrics to consider. The “international” designation is a distinguishing feature that merits a closer look, as the data did not detail the curriculum or language model. Families weighing this school will want to verify the program specifics, understand how the district’s accreditation status could affect operations, and get a sense of the school’s internal data on attendance, discipline, and student support.
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