Impact of COVID-19 on Grand Avenue Elementary School
The coronavirus has had a profound impact on education in America.
Learning shifted online overnight, attendance numbers dwindled, and enrollment decreased.
SchoolDigger.com is making it easier for you to better assess how COVID-19 has impacted your school.
Through the collection of pre-pandemic (2019) and current data, SchoolDigger.com is sharing test scores,
enrollment numbers and school demographics from schools across the country – and we make it easy to see how impacted schools compare locally and statewide.
Rankings
Rank
Pre-pandemic (2018-2019) |
Rank
Post pandemic (2022-2023) |
Change (%) |
Ranks 187th of 411 Elementary schools | Ranks 146th of 276 Elementary schools | 7.4% |
Test Scores
|
% proficient
Pre-pandemic (2018-2019) |
% proficient
Post pandemic (2022-2023) |
Change (%) |
3rd Grade English Language Arts I (Grand Avenue Elementary School) | 52 | 36 | 16% |
3rd Grade English Language Arts I (Chickasha) | 52 | 36 | 16% |
3rd Grade English Language Arts I (Oklahoma) | 39 | 29 | 10% |
3rd Grade Mathematics (Grand Avenue Elementary School) | 57 | 41 | 16% |
3rd Grade Mathematics (Chickasha) | 57 | 41 | 16% |
3rd Grade Mathematics (Oklahoma) | 43 | 34 | 9% |
4th Grade English Language Arts I (Grand Avenue Elementary School) | 31 | 37 | 6% |
4th Grade English Language Arts I (Chickasha) | 31 | 37 | 6% |
4th Grade English Language Arts I (Oklahoma) | 30 | 24 | 6% |
4th Grade Mathematics (Grand Avenue Elementary School) | 47 | 54 | 7% |
4th Grade Mathematics (Chickasha) | 47 | 54 | 7% |
4th Grade Mathematics (Oklahoma) | 38 | 35 | 3% |
Student Body
|
Number of students
Pre-pandemic (2018-2019) |
Number of students
Post pandemic (2022-2023) |
Change (%) |
Total Students | 469 | 490 | 4.5% |
African American | 44 | 20 | 54.5% |
American Indian | 36 | 34 | 5.6% |
Asian | 0 | 1 | |
Hispanic | 61 | 71 | 16.4% |
Pacific Islander | 0 | 0 | |
White | 257 | 281 | 9.3% |
Two or More Races | 71 | 83 | 16.9% |
% Free/Discounted Lunch Recipients | 65% | 78.8% | 13.7% |