The top reported proficiency rate is 15% in Science. The lowest is 1% in Math.
Original Research by School Decision on Central Ms
CentralMiddle School, a public school in Tulsa, Oklahoma, serves grades six through eight as part of Tulsa Public Schools. It is a mid-sized middle school for this grade band, with an enrollment that is majority Black, alongside substantial White and Hispanic populations, and notable representation of American Indian and Native Hawaiian or Pacific Islander students. The school is located in Tulsa, a city that functions as a commercial and cultural anchor for the state and has diversified beyond its historical oil economy into finance, aviation, and technology. The immediate housing market in the school’s zip code reflects home values and rents that are below the state and national averages, with modest year-over-year movement.
The academic picture from state testing is clear. Across the subjects and grades assessed, the share of students scoring at the proficient or advanced level on the Oklahoma School Testing Program (OSTP) is very low. In math, the proficiency rate in grades six and eight is in the low single digits; data for grade seven was suppressed by the state. In English language arts, rates are similarly low, ranging from the low single digits in grades six and seven to a small but slightly larger share in grade eight. Science, tested only in grade eight, shows a modest share reaching proficiency. The school’s overall proficiency index, which combines all tested subjects and grades, places it in the bottom quartile relative to districts in Osage County. Oklahoma changed its cut scores for math and ELA in this testing year, which makes direct year-over-year comparisons unreliable, but the current standing is a factual starting point for families.
The district context adds another layer. Tulsa Public Schools has been under state scrutiny: in 2023 the Oklahoma State Board of Education lowered the district’s accreditation status to “accredited with deficiencies,” citing academic performance and policy concerns. The district remains operational and is addressing the identified issues. In 2024, voters approved a sizable bond package for facility improvements, safety upgrades, and instructional materials, a sign of continued investment. At the same time, the district closed two elementary schools in response to declining enrollment, a trend that has brought total district enrollment down over the past decade. Those closures were part of a Portfolio Review process, and further adjustments may affect attendance boundaries in the future.
Several categories of information that parents often look for are missing from the available data. Free or reduced-price lunch eligibility counts were not reported, so the share of students from lower-income households is unknown. Counts of students receiving special education services or classified as English learners are also absent. No discipline or chronic absenteeism data was provided. Course access and program offerings such as advanced coursework, electives, or career-oriented pathways were not in the record either. A parent may want to ask the school directly about these topics.
The combination of very low state test scores, a district operating under a reduced accreditation status, and the absence of several common contextual metrics means that a family evaluating Central Middle School would benefit from additional direct inquiry. The school sits within a large urban district that is actively restructuring, investing in facilities, and working to address academic challenges. The student body is diverse, and the school’s size is moderate for a middle school. For a family considering this school, understanding the specific supports in place for students performing below grade level, the availability of enrichment or intervention programs, and the school’s own improvement plan would be important next steps.
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