The top reported proficiency rate is 13% in English language arts. The lowest is 6% in Math.
Original Research by School Decision on Project Accept Traice Es
Project Accept Traice Elementary School serves students in pre-kindergarten through sixth grade as a school within the Tulsa Public Schools district. The school sits within Osage County, though its Tulsa mailing address places it in the urban context of Oklahoma’s second-largest city, a diversified commercial and cultural hub.
The school’s enrollment is substantial for an elementary building serving that grade range. The student body is diverse: the largest demographic groups are Hispanic students and Black students, together making up a majority of the population. White students are the next largest group, followed by students who identify as two or more races, American Indian or Alaska Native students, and Asian students. A very small share of students identify as Native Hawaiian or other Pacific Islander. Data on the share of students who qualify for free or reduced-price meals, receive special education services, or are classified as English learners was not available. A parent may wish to ask the school directly about these student support contexts.
The most notable characteristic of Project Accept Traice Elementary is its academic performance profile on the Oklahoma State Testing Program assessments. In grade three math, just a small fraction of students scored at the proficient level or above. Grade four math results were suppressed for data privacy reasons, a common occurrence when the tested group is small, so that result is not available. Fourth and fifth grade English language arts results show that a small proportion of students met the proficient benchmark, and the same pattern holds for grade five science and grade five math, where results for the latter were also suppressed. The school’s overall proficiency index, which averages results across all tested subjects and grades, places it in the bottom quartile among elementary schools in Osage County. This is a district that, in recent years, had its accreditation status lowered by the state board to “accredited with deficiencies,” citing academic performance. A family considering this school will want to understand what academic interventions and supports are in place and how the school is working to raise outcomes.
The school’s surrounding housing market reflects modest costs relative to the state average. Homes in the area are priced below the statewide typical home value, and rents are similarly positioned. The neighborhood’s housing values have seen a slight year-over-year decline, a contrast to the modest statewide growth. The estimated monthly mortgage on a typical home is less than the typical rent, an unusual dynamic in many markets.
Project Accept Traice Elementary sits within the Tulsa Public Schools system, which has been undergoing significant adjustments. Voters recently approved a substantial bond package to fund improvements across all school sites in the district, covering facilities, safety and security, technology, transportation, and instructional materials, with no increase to the property tax millage rate because it replaces expiring debt. The district has also closed two elementary schools as part of an ongoing portfolio review prompted by declining district enrollment. These changes signal a district in a period of reconfiguration. A family choosing this school should be aware that the district’s overall academic standing and enrollment trends may have bearing on resources, programming, and future school assignments.
Because Project Accept Traice Elementary serves only early and elementary grades, it does not have a graduation rate to report. This is a standard gap for schools that do not serve high school grades. The school’s broader program offerings and specific specialties, if any, were not available in the data provided. A parent may want to visit the school or contact the district to learn more about the curriculum, enrichment activities, and any special focuses the school offers.
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