The top reported proficiency rate is 23% in Science. The lowest is 15% in English language arts.
Original Research by School Decision on Grove Es
Grove ES is an elementary school serving prekindergarten through fifth grade in the Union district of Tulsa, Oklahoma. It sits within a large, economically diversified city that has moved well beyond its early identity as an oil hub. For a family looking at this school, the most immediate takeaway is a student body that reflects the broader diversity of south Tulsa, combined with state assessment results that fall well short of typical benchmarks.
Enrollment draws from a mix of racial and ethnic backgrounds. The largest share of students is Hispanic, followed by smaller but substantial populations of Black, white, multiracial, and Asian students, with a small Native American presence. This is a school where no single group holds an overwhelming majority, and the composition is one a family may see as a strength or simply as a fact of the neighborhood. Data on the share of students who qualify for free or reduced-price lunch was not reported, so it is not possible to gauge the school’s economic profile from that angle.
The academic picture from the most recent state testing is sobering. On the Oklahoma School Testing Program, proficiency rates across all tested subjects and grades were low. In math, the share of students scoring at the proficient or advanced level was in the mid-teens for third and fourth graders and around a fifth of fifth graders. In English language arts, the pattern was similar: roughly a tenth of third and fourth graders were proficient, and about a fifth of fifth graders. Science results, tested only in fifth grade, showed about a quarter of students reaching proficiency. These numbers place Grove ES below the midpoint among elementary schools in Tulsa County on a combined proficiency index. The state made changes to the cut scores for math and ELA in this testing cycle, which means year-over-year trend comparisons are not possible, so it is unclear whether these results represent a recent shift or a longer-standing pattern. A parent wanting to understand the school’s trajectory should ask the school or district for context on how performance has moved over time.
Because the school serves only elementary grades, it does not produce a graduation rate or offer high-school-level measures like advanced coursework or career pathways. The Union district, which includes Grove ES, is in the middle of a bond-funded renovation of its sixth- and seventh-grade centers, and it has added new career academy programs at the high school level, including aerospace, medical, and construction pathways. These are relevant for families who plan to stay in the district through secondary school, but they do not directly affect the current elementary experience.
The school is located in a zip code where home values are above the state median and have been rising modestly. Rents also trend above state averages. The broader housing market in the Tulsa area reflects steady growth, and the city itself has seen population increases, with a diversified economy anchored by aviation, finance, technology, and energy. The neighborhood around the school is a suburban part of south Tulsa, with typical strip malls and residential developments, and it sits near the intersections of several major highways.
Grove ES is a regular public school, neither a charter nor a magnet. Title I status was not reported, so it is unclear whether it receives federal funding for high-poverty support. Discipline data, course access information, and staffing ratios were not available, leaving gaps a family would need to fill by visiting or speaking with school leadership.
For a parent weighing options, the central question is how the school addresses its academic challenges. The low state test results are a clear signal to investigate what instructional supports, intervention programs, or curriculum adjustments are in place. The school has a diverse student population and sits within a district that is investing in facilities and upper-grade pathways, but the elementary-level academic data is a soft spot that warrants direct conversation with the school.
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