ESSA requires all states to report test scores by specific student groups. For the Oklahoma School Report Cards, student groups are ordered based on the degree to which data show them to be related with academic achievement outcomes. Each student is placed into the first group with which they identify; this becomes the student's “priority student group.” Each priority student group has a target that is challenging, yet achievable and increases annually. Priority grouping ensure that each student is counted only once and that all students contribute equally to the academic achievement indicator score.

Data displayed in the pie chart show the percentage of students in the population by grade level that received instruction by educator type during the school year. Data displayed in the bar chart compares rates of instruction by educator type and grade level.

The data in this section compares the performance of students at each grade level.

Data displayed in the pie chart show the percentage of students by race/ethnicity in the total population. Data displayed in the bar chart show rates of chronic absenteeism by race/ethnicity. The CRDC defines chronic absenteeism as students enrolled in a school for at least 10 days at any time during the year, and who missed 10% or more of the school days in which they were enrolled.

Data displayed in both the pie and bar charts show the distribution of children enrolled in preschool (defined by the CRDC as a program or service for children ages three through five) by race/ethnicity.

Data displayed in the pie chart show the percentage of students by race/ethnicity in the total population. Data displayed in the bar chart show rates of enrollment in advanced coursework (defined by the CRDC as coursework that provides a student an opportunity to earn college credit in high school) by type for comparison by race/ethnicity.

Data displayed in the pie chart show the percentage of students by race/ethnicity in the total population. Data displayed in the bar chart show rates of in-school suspension (defined by the CRDC as an instance in which a student is temporarily removed from their regular classroom(s) for at least half a day for disciplinary purposes but remains under the direct supervision of school personnel) for comparison by race/ethnicity.

Data displayed in the pie chart show the percentage of students by race/ethnicity in the total population. Data displayed in the bar chart show rates of out-of-school suspension (defined by the CRDC as an instance in which a child is temporarily removed from their regular school setting for at least half a day for disciplinary purposes to another setting [e.g., home, behavior center]) for comparison by race/ethnicity.

Data displayed in the pie chart show the percentage of students by race/ethnicity in the total population. Data displayed in the bar chart show rates of expulsion with service (defined by the CRDC as an instance where a child is removed from their regular educational setting for disciplinary purposes and provided educational services through home instruction, tutoring, or transfer to an alternative school) for comparison by race/ethnicity.

Data displayed in the pie chart show the percentage of students by race/ethnicity in the total population. Data displayed in the bar chart show rates of student arrest (defined by the CRDC as an arrest of a student for any activity conducted on school grounds, during off-campus school activities, while taking school transportation, or due to a referral by any school official) for comparison by race/ethnicity.

Data displayed in the pie chart show the percentage of students by race/ethnicity in the total population. Data displayed in the bar chart show rates of student referral to law enforcement (defined by the CRDC as an action by which a student is reported to any law enforcement agency or official for an incident that occurs on school grounds, during school-related events, or while taking school transportation) for comparison by race/ethnicity.

Data displayed here compares the percentage of students scoring at or above NAEP proficient by race/ethnicity. The percentages displayed are estimates as they are based on representative samples of students in each race/ethnicity rather than on the entire population of students.

Data displayed in the pie chart show the percentage of students in the population by race/ethnicity that received instruction by educator type during the school year. Data displayed in the bar chart compares rates of instruction by educator type and race/ethnicity.

The data in this section compares performance by race and ethnicity.

Data displayed in the pie chart show the percentage of students in the population identified as economically disadvantaged that received by educator type during the school year. Data displayed in the bar chart compares rates of instruction by educator type for students that are economically disadvantaged with their peers who are not.

Data displayed in the pie chart show the percentage of students identified as economically disadvantaged in the total population. Data displayed in the bar chart compares rates of chronic absenteeism for students identified as economically disadvantaged with their peers who are not. The CRDC defines chronic absenteeism as students enrolled in a school for at least 10 days at any time during the year, and who missed 10% or more of the school days in which they were enrolled.

Data displayed here compares the percentage of students identified by participating schools as economically disadvantaged scoring at or above NAEP Proficient with students that are not identified. The percentages displayed are estimates as they are based on representative samples of economically disadvantaged students that qualify for free or reduced lunch.

The data in this section compares the performance of economically disadvantaged students with those that are not.

Data displayed in the pie chart show the percentage of students identified as English learners (ELs) in the total population. Data displayed in the bar chart compares rates of chronic absenteeism for EL students with their peers who are not ELs. The CRDC defines chronic absenteeism as students enrolled in a school for at least 10 days at any time during the year, and who missed 10% or more of the school days in which they were enrolled.

Data displayed in both the pie and bar charts show the percentage of children identified as English learners who are enrolled in preschool (defined by the CRDC as a program or service for children ages three through five).

Data displayed in the pie chart show the percentage of students identified as English Learners (ELs) in the total population. Data displayed in the bar chart show rates of enrollment in advanced coursework (defined by the CRDC as coursework that provides a student an opportunity to earn college credit in high school) by type comparing ELs to peers who are not ELs.

Data displayed in the pie chart show the percentage of students identified as English Learners (ELs) in the total population. Data displayed in the bar chart show rates of in-school suspension (defined by the CRDC as an instance in which a student is temporarily removed from their regular classroom(s) for at least half a day for disciplinary purposes but remains under the direct supervision of school personnel) comparing ELs to peers who are not ELs.

Data displayed in the pie chart show the percentage of students identified as English Learners (ELs) in the total population. Data displayed in the bar chart show rates of out-of-school suspension (defined by the CRDC as an instance in which a child is temporarily removed from their regular school setting for at least half a day for disciplinary purposes to another setting [e.g., home, behavior center]) comparing ELs to peers who are not ELs.

Data displayed in the pie chart show the percentage of students identified as English Learners (ELs) in the total population. Data displayed in the bar chart show rates of expulsion with service (defined by the CRDC as an instance where a child is removed from their regular educational setting for disciplinary purposes and provided educational services through home instruction, tutoring, or transfer to an alternative school) comparing ELs to peers who are not ELs.

Data displayed in the pie chart show the percentage of students identified as English Learners (ELs) in the total population. Data displayed in the bar chart show rates of student arrest (defined by the CRDC as an arrest of a student for any activity conducted on school grounds, during off-campus school activities, while taking school transportation, or due to a referral by any school official) comparing ELs to peers who are not ELs.

Data displayed in the pie chart show the percentage of students identified as English Learners (ELs) in the total population. Data displayed in the bar chart show rates of student referral to law enforcement (defined by the CRDC as an action by which a student is reported to any law enforcement agency or official for an incident that occurs on school grounds, during school-related events, or while taking school transportation) comparing ELs to peers who are not ELs.

Data displayed here compares the percentage of students identified by participating schools as English learners (EL) scoring at or above NAEP Proficient with students that are not identified. The percentages displayed are estimates as they are based on representative samples of ELs rather than on the entire population of students.

Data displayed in the pie chart show the percentage of students that are identified as English Learners (Els) in the total population of students that received instruction during the school year. Data displayed in the bar chart compares rates of instruction by educator category for students that are ELs to peers who are not Els.

The data in this section compares the performance of students identified as English learners with students that are not identified as English learners.

Data displayed in the pie chart show the percentage of students with a disability (SWD) in the total population. Data displayed in the bar chart compares rates of chronic absenteeism for SWDs with their peers who do not have a disability. The CRDC defines chronic absenteeism as students enrolled in a school for at least 10 days at any time during the year, and who missed 10% or more of the school days in which they were enrolled.

Data displayed in both the pie and bar charts show the percentage of children with a disability who are enrolled in preschool (defined by the CRDC as a program or service for children ages three through five).

Data displayed in the pie chart show the percentage of students with a disability (SWD) in the total population. Data displayed in the bar chart show rates of enrollment in advanced coursework (defined by the CRDC as coursework that provides a student an opportunity to earn college credit in high school) by type comparing SWDs to peers who do not have a disability.

Data displayed in the pie chart show the percentage of students with a disability (SWDs) in the total population. Data displayed in the bar chart show rates of in-school suspension (defined by the CRDC as an instance in which a student is temporarily removed from their regular classroom(s) for at least half a day for disciplinary purposes but remains under the direct supervision of school personnel) comparing SWDs to peers who do not have a disability.

Data displayed in the pie chart show the percentage of students with a disability (SWDs) in the total population. Data displayed in the bar chart show rates of out-of-school suspension (defined by the CRDC as an instance in which a child is temporarily removed from their regular school setting for at least half a day for disciplinary purposes to another setting [e.g., home, behavior center]) comparing SWDs to peers who do not have a disability.

Data displayed in the pie chart show the percentage of students with a disability (SWDs) in the total population. Data displayed in the bar chart show rates of expulsion with service (defined by the CRDC as an instance where a child is removed from their regular educational setting for disciplinary purposes and provided educational services through home instruction, tutoring, or transfer to an alternative school) comparing SWDs to peers who do not have a disability.

Data displayed in the pie chart show the percentage of students with a disability (SWDs) in the total population. Data displayed in the bar chart show rates of student arrest (defined by the CRDC as an arrest of a student for any activity conducted on school grounds, during off-campus school activities, while taking school transportation, or due to a referral by any school official) comparing SWDs to peers who do not have a disability.

Data displayed in the pie chart show the percentage of students with a disability (SWDs) in the total population. Data displayed in the bar chart show rates of student referral to law enforcement (defined by the CRDC as an action by which a student is reported to any law enforcement agency or official for an incident that occurs on school grounds, during school-related events, or while taking school transportation) comparing SWDs to peers who do not have a disability.

Data displayed here compares the percentage of students identified by participating schools as having a disability scoring at or above NAEP Proficient with students that are not identified. The percentages displayed are estimates as they are based on representative samples of students with disabilities that may be served through an individualized educational program (IEP) rather than on the entire population of students.

Data displayed in the pie chart show the percentage of Students with a Disability (SWD) in the total population of students that received instruction during the school year. Data displayed in the bar chart compares rates of instruction by educator category for SWDs to peers who do not have a disability.

The data in this section compares the performance of students with disabilities with students that do not have disabilities.

The data in this section compares the measure of students identified as Recently Arrived English Learners (RAEL) with students that are not identified as RAEL.

The data in this section compares the performance of students identified as Recently Arrived English Learners (RAEL) with students that are not identified as RAEL.

The data in this section compares the measure of students that participated in the Oklahoma Alternative Assessment Program (OAAP) with students that participated in the Oklahoma School Testing Program (OSTP).

The data in this section compares the performance of students that participated in the Oklahoma Alternative Assessment Program (OAAP) with students that participated in the Oklahoma School Testing Program (OSTP).

Data displayed in the pie chart show the percentage of students by gender in the total population. Data displayed in the bar chart compares rates of chronic absenteeism for males and females. The CRDC defines chronic absenteeism as students enrolled in a school for at least 10 days at any time during the year, and who missed 10% or more of the school days in which they were enrolled.

Data displayed in the both the pie and bar charts compares the percentage of children by gender who are enrolled in preschool (defined by the CRDC as a program or service for children ages three through five).

Data displayed in the pie chart show the percentage of students by gender in the total population. Data displayed in the bar chart show rates of enrollment in advanced coursework (defined by the CRDC as coursework that provides a student an opportunity to earn college credit in high school) by type for comparison by gender.

Data displayed in the pie chart show the percentage of students by gender in the total population. Data displayed in the bar chart show rates of in-school suspension (defined by the CRDC as an instance in which a student is temporarily removed from their regular classroom(s) for at least half a day for disciplinary purposes but remains under the direct supervision of school personnel) for comparison by gender.

Data displayed in the pie chart show the percentage of students by gender in the total population. Data displayed in the bar chart show rates of out-of-school suspension (defined by the CRDC as an instance in which a child is temporarily removed from their regular school setting for at least half a day for disciplinary purposes to another setting [e.g., home, behavior center]) for comparison by gender.

Data displayed in the pie chart show the percentage of students by gender in the total population. Data displayed in the bar chart show rates of expulsion with service (defined by the CRDC as an instance where a child is removed from their regular educational setting for disciplinary purposes and provided educational services through home instruction, tutoring, or transfer to an alternative school) for comparison by gender.

Data displayed in the pie chart show the percentage of students by gender in the total population. Data displayed in the bar chart show rates of student arrest (defined by the CRDC as an arrest of a student for any activity conducted on school grounds, during off-campus school activities, while taking school transportation, or due to a referral by any school official) or comparison by gender.

Data displayed in the pie chart show the percentage of students by gender in the total population. Data displayed in the bar chart show rates of student referral to law enforcement (defined by the CRDC as an action by which a student is reported to any law enforcement agency or official for an incident that occurs on school grounds, during school-related events, or while taking school transportation) for comparison by gender.

Data displayed here compares the percentage of students scoring at or above NAEP proficient by gender. The percentages displayed are estimates as they are based on representative samples of students in each gender rather than on the entire population of students.

Data displayed in the pie chart show the percentage of students by gender in the total population of students that received instruction during the school year. Data displayed in the bar chart compares rates of instruction by educator category for males and females.

The data in this section display the population and compare the performance of students identified by gender. This comparison helps gauge how well the school's programs are working to support all learners.

Data displayed in the pie chart show percentage of students in the population experiencing homelessness that received instruction by educator type during the school year. Data displayed in the bar chart compares rates of instruction by educator category for students experiencing homelessness with their peers who are not.

Data displayed in the pie chart show the percentage of students experiencing homelessness in the total population. Data displayed in the bar chart compares rates of chronic absenteeism for students experiencing homelessness with their peers who are not. The CRDC defines chronic absenteeism as students enrolled in a school for at least 10 days at any time during the year, and who missed 10% or more of the school days in which they were enrolled.

The data in this section display the population and compare the performance of students who are Homeless to those who are not Homeless. This comparison helps gauge how well the school's programs are working to support all learners.

Data displayed in the pie chart show percentage of students in the population that are in Foster and received instruction by educator type during the school year. Data displayed in the bar chart compares rates of instruction by educator type for students experiencing homelessness with their peers who are not.

Data displayed in the pie chart show the percentage of students in Foster Care in the total population. Data displayed in the bar chart compares rates of chronic absenteeism for students in foster care with their peers who are not. The CRDC defines chronic absenteeism as students enrolled in a school for at least 10 days at any time during the year, and who missed 10% or more of the school days in which they were enrolled.

The data in this section display the population and compare the performance of students that are in Foster Care to those who are not in Foster Care. This comparison helps gauge how well the school's programs are working to support all learners.

Data displayed in the pie chart show the percentage of students in the population identified as migrant that received instruction by educator type during the school year. Data displayed in the bar chart compares rates of instruction by educator type for migrant students with their peers who are not.

Data displayed in the pie chart show the percentage of students identified as Migrant in the total population. Data displayed in the bar chart compares rates of chronic absenteeism for migrant students with their peers who are not. The CRDC defines chronic absenteeism as students enrolled in a school for at least 10 days at any time during the year, and who missed 10% or more of the school days in which they were enrolled.

The data in this section display the population and compare the performance of students identified as Migrant to those who are not Migrant. This comparison helps gauge how well the school's programs are working to support all learners.

Data displayed in the pie chart show the percentage of students in the population identified as military that received instruction by educator type during the school year. Data displayed in the bar chart compares rates of instruction by educator category for military students with their peers who are not.

Data displayed in the pie chart show the percentage of students identified as Military in the total population. Data displayed in the bar chart compares rates of chronic absenteeism for military students with their peers who are not. The CRDC defines chronic absenteeism as students enrolled in a school for at least 10 days at any time during the year, and who missed 10% or more of the school days in which they were enrolled.

The data in this section display the population and compare the performance of students who have a parent or legal guardian in the Military to those who do not have a parent or legal guardian in the Military. This comparison helps gauge how well the school's programs are working to support all learners.