The top reported proficiency rate is 7% in Math. The lowest is 3% in English language arts.
Original Research by School Decision on Clinton West Es
Clinton West Elementary serves students from prekindergarten through fifth grade as part of Tulsa Public Schools, the largest district in Oklahoma. The school sits on the west side of Tulsa, a city that has evolved from its oil-boom origins into a diversified regional hub with major employers in aviation, finance, and technology. Housing in this zip code is priced below both the state and national medians, and rents are modest relative to household incomes, making the area relatively affordable for families.
The student body is diverse. A substantial share of students are Black, roughly a quarter are White, and nearly one in five are Hispanic. There are also notable populations of students who identify as American Indian or Alaska Native, Native Hawaiian or Pacific Islander, and Asian. Combined, students of color make up a large majority of the enrollment. This range of backgrounds shapes the peer environment. Data on the share of students who qualify for free or reduced-price meals was not available, nor was information on special education or English learner populations.
Academically, the school’s state assessment results are very low. In both math and English language arts, the share of students scoring proficient or above in grades three, four, and five falls in the single digits. Fifth-grade science results were suppressed, meaning the number of students tested was too small to report publicly. When compared with other elementary schools across Tulsa County, Clinton West’s overall proficiency index places it in the bottom quartile. These numbers reflect the scores on the Oklahoma School Testing Program, which underwent a change in cut scores for math and ELA in the 2024-25 school year, so direct comparisons with prior years are not straightforward. A parent may want to discuss the school’s academic supports and intervention strategies with the principal or instructional staff to understand what is being done to address these outcomes.
Because Clinton West is an elementary school, there is no graduation rate, and data on chronic absenteeism was not provided. No information about course access, staffing ratios, or discipline rates was available in the records reviewed.
The school is part of Tulsa Public Schools, a district that has faced recent financial and operational pressures. In early 2024, voters approved a large bond package for facility upgrades, technology, and safety improvements across all schools, without raising property tax rates because it replaces expiring debt. At the same time, declining district enrollment—down roughly from its peak a decade ago—led the school board to close two elementary schools in 2024, with students reassigned to nearby campuses. The district’s state accreditation was lowered to “accredited with deficiencies” in 2023, citing low academic performance and concerns over library policies. These district-level factors signal a system in transition, and families living in the Clinton West attendance zone may want to follow future boundary or program changes.
The school itself is not a charter or magnet school. No Title I status was reported. The grade band covers the full elementary span, and enrollment is moderate for a school of this type. The building is located on West 41st Street in Tulsa, and while the locale brief describes a city with notable Art Deco architecture, a downtown civic core, and a revitalizing economy, it does not detail the immediate neighborhood around the school.
For a family considering Clinton West, the peer group is diverse and the local housing market is accessible. The academic picture, however, is one that warrants close attention. The school’s proficiency rates are far below the midpoint of Tulsa County districts, and while the reasons for that are complex and involve factors beyond the school building, any parent evaluating this school will want concrete answers about how the school identifies struggling students and supports their growth. The district’s ongoing consolidation and accreditation status add another layer to the decision.
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