The top reported proficiency rate is 48% in Math. The lowest is 40% in Science.
Original Research by School Decision on Eliot Es
Eliot Elementary School sits in the city of Tulsa, Oklahoma, within the Tulsa Public Schools district. The school serves students from pre-kindergarten through fifth grade and is a standard neighborhood elementary school, not a charter. It is part of a large, urban district that has been in the news for a few reasons a family might care about. The district’s accreditation was lowered to “accredited with deficiencies” by the state board in 2023, which the school remains operational under. Voters also approved a substantial bond package in 2024 for facility upgrades and technology, and the district closed two elementary schools that same year as part of a right-sizing effort in response to enrollment decline. These district-level dynamics provide the backdrop for any single school.
The student body at Eliot is diverse in its makeup. A significant portion of students are white, and the remainder is split among students who identify as two or more races, Hispanic, American Indian or Alaska Native, Black, and Asian. This composition gives the school a multiracial peer environment typical of a Tulsa public school. The school is located on a residential street in midtown Tulsa, a part of the city that has seen steady population growth and economic diversification beyond the historic oil industry into aviation, finance, and technology. The area’s housing values are above the state average and have been rising modestly, while rents have held relatively steady.
On state testing, the pattern at Eliot is mixed and worth examining closely. In math, proficiency rates for third and fourth graders were around the midpoint mark, but the rate for fifth graders was noticeably lower, representing a drop that a parent may want to discuss with the school. Science results for fifth graders were also below that midpoint. The results for English language arts were not available for public release across all tested grades, a data suppression that often occurs when the number of students tested is small or when reporting thresholds are not met. Because this suppression applies to the entire tested grade band, a parent should ask the school directly about literacy outcomes, as that is the most common gap in the publicly reported picture.
The school does not serve high school grades, so there is no graduation rate to report, and no data on chronic absenteeism or discipline was available in the provided materials. The school’s overall proficiency index, calculated across all tested subjects and grades, places it in the top quartile when compared to other districts in Tulsa County. That is a strong relative position, though it is worth noting that the comparison set is districts, not individual schools, and the index itself is an average that can conceal variation like the grade-level drop in math.
For a family considering Eliot, the picture is one of a decently performing elementary within a district undergoing public scrutiny and operational change. The school’s peer group is racially and economically mixed, the housing in the area is relatively expensive by state standards, and the academic results show solid early-grade math work that softens by fifth grade. The absence of public English language arts results is the most noticeable gap in the evidence; a prospective parent should press the school for those figures directly. This is a Tulsa neighborhood school serving its community, not a standout or a struggling outlier, but one whose real profile depends on information not fully captured in state reports alone.
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