The top reported proficiency rate is 48% in Math. The lowest is 22% in English language arts.
Original Research by School Decision on William R. Teague Es
William R. Teague Elementary School serves third through fifth grade in Wagoner, Oklahoma, operating as a public elementary school within the Wagoner school district. The school sits at the intersection of two major railroads and highways in a community that balances small-town rural character with commuter access to Tulsa and Muskogee. Built around a traditional downtown core and surrounded by a spread-out, car-dependent layout, Wagoner offers a modest array of local amenities including a sports complex, a water park, and annual community events. Its population functions partly as a suburban bedroom community for the larger cities within driving distance, and the area has seen steady residential demand along with ongoing municipal investment such as a second sports complex under construction.
The school’s student body draws from this community, with a diverse composition that includes students from multiple racial and ethnic backgrounds. The largest group in the enrollment identifies as white, followed by a substantial share of students who identify as two or more races, and a notable proportion of American Indian or Alaska Native students. Smaller shares of Hispanic and Black students round out the enrollment. The school serves grades three through five only, so there is no high school graduation rate to report, and state testing data for earlier grades does not apply here. Data on economic disadvantage, special education status, and English learner status was not available, so a parent may want to look into this further with the school if those factors are relevant.
Academically, William R. Teague Elementary’s state assessment results show variability across subjects and grade levels. In mathematics, the share of students scoring proficient or above ranges from around half of third graders down to about two-fifths of fifth graders. In English language arts, a smaller share of students reaches the proficient benchmark in each grade, with roughly one in four third graders and about one in five fourth and fifth graders achieving that level. In science, which is tested only in fifth grade, about two-fifths of students meet the proficiency standard. Viewed in the context of the four districts within Wagoner County, the school’s overall proficiency index lands in the top quartile, meaning it performs above the median for the county. This county-level comparison is useful for a local family gauging academic standing, though the absolute rates indicate that many students are still below the proficiency bar, particularly in reading.
The district that operates this school approved a major bond issue in early 2024, funding roof replacements at the high school and middle school, security entrance upgrades at all four school sites, HVAC improvements, technology upgrades, and new classroom equipment. The bond was structured to avoid increasing the current property tax millage rate, which may reassure homeowners. Separately, the district launched a new career technology education partnership for high school students beginning in the 2024-2025 school year. These developments do not directly affect the elementary school’s daily program, but they signal the district’s broader investment in facilities and post-secondary pathways, which could matter for families planning ahead for older children.
The locale itself provides a mix of rural and suburban advantages. The city is the county seat with a preserved downtown area, a history museum, and a theater. Proximity to Fort Gibson Lake supports recreational opportunities, and the presence of Union Pacific freight rail and highway connections makes it a commuter-shed community. Families who value a small-town setting with occasional city amenities and a school that performs above the county average in standardized testing may find this a reasonable fit. Those looking at the elementary school’s test results, however, should weigh the relatively low proficiency rates in English language arts and ask the school about its strategies for supporting students who are not yet meeting grade-level benchmarks.
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