This metric shows households with at least one computer according to U.S. Census estimates. The percentage is calculated by dividing this number by the total number of households.

The total number of households with a computer and internet subscription was found by adding the number of households with a computer and broadband internet subscriptions and those with a computer and dial-up internet subscriptions. Percentages were found by dividing this total by the total number of households, according to U.S. Census estimates.

This statistic shows the population 18 years or older with a Bachelor's degree or higher according to the U.S. Census estimates. Because this calculation uses totals from multiple tables, there is some margin of error.

Race and ethnicity disaggregates are from Census table S1501, and gender disaggregates are from Census table B15001.

This statistic shows the percentage of all students in "good attendance," or in attendance at least 90% of school days and enrolled during any part of the school year. Because the source data is given as a percentage, this statistic shows an average of the percentages for a particular geographic area or disaggregate. All data is mapped and rolled up to other geographic area shapes using school locations.

Notes: Grade disaggregates are not available due to limitations in the raw data. Data is not available for 2020. During the 2019-2020 and 2020-2021 academic years, the State Department of Education requested a waiver of accountability which would amend some reporting requirements, including attendance, due to disruptions from the COVID-19 pandemic. The requests were approved by the U.S. Department of Education. Because the source data defines Hispanic as a racial category, rather than ethnic, that is how it is categorized here. More information is available in the source details.

This statistic shows the percentage of total students (enrolled in the full academic year) who are in good attendance and are therefore not chronically absent. Chronic absenteeism refers to missing 10% or more of the school year. All data is mapped and rolled up to other geographic area shapes using school locations. The title of this statistic matches the data source.

Note: Data is not available for 2020 or 2021. During the 2019-2020 and 2020-2021 academic years, the State Department of Education requested a waiver of accountability which would amend some reporting requirements, including attendance, due to disruptions from the COVID-19 pandemic. The requests were approved by the U.S. Department of Education. More information is available in the source details.

Academic growth measures students' progress on state math and English language arts tests between consecutive years. Because the source data is given as a percentage, this statistic shows an average of the percentages for a particular geographic area or disaggregate. All data is mapped and rolled up to other geographic area shapes using school locations. Data is available for grades 4-8.

Notes: (1) Data is not available for 2020 or 2021. During the 2019-2020 academic year, the Oklahoma State Department of Education requested a waiver of accountability which would amend some reporting requirements, including academic achievement, due to disruptions from the COVID-19 pandemic. The requests were approved by the U.S. Department of Education.
(2) OSDE implemented new performance expectations or "cut scores" in 2024 which changed how schools were scored in English Language Arts and Math.
(3) Because the source data defines Hispanic as a racial category, rather than ethnic, that is how it is categorized here. More information is available in the source details.

This metric shows the percentage of students scoring proficient or advanced on state tests in English Language Arts. Because the source data is given as a percentage, this statistic shows an average of the percentages for a particular geographic area or disaggregate. All data is mapped and rolled up to other geographic area shapes using school locations.

Notes: (1) Data is not available for 2020. During the 2019-2020 academic year, the Oklahoma State Department of Education (OSDE) requested a waiver of accountability which would amend some reporting requirements, including academic achievement, due to disruptions from the COVID-19 pandemic. The requests were approved by the U.S. Department of Education.
(2) OSDE implemented new performance expectations or "cut scores" in 2024 which changed how schools were scored.
(3) Because the source data defines Hispanic as a racial category, rather than ethnic, that is how it is categorized here. More information is available in the source details.
(4) The raw data does not break down "high school" into grade levels. We make the assumption that high school is grade 11, as that is the only high school grade that takes the test

This metric shows the percentage of students scoring proficient or advanced on state tests in Math. Because the source data is given as a percentage, this statistic shows an average of the percentages for a particular geographic area or disaggregate. All data is mapped and rolled up to other geographic area shapes using school locations.

Notes: (1) Data is not available for 2020 and 2021. During the 2019-2020 academic year, the Oklahoma State Department of Education (OSDE) requested a waiver of accountability which would amend some reporting requirements, including academic achievement, due to disruptions from the COVID-19 pandemic. The requests were approved by the U.S. Department of Education.
(2) OSDE implemented new performance expectations or "cut scores" in 2024 which changed how schools were scored.
(3) Because the source data defines Hispanic as a racial category, rather than ethnic, that is how it is categorized here. More information is available in the source details.
(4) The raw data does not break down "high school" into grade levels. We make the assumption that high school is grade 11, as that is the only high school grade that takes the test

This metric shows the percentage of women ages 19 and below who are pregnant. It is calculated by dividing the total number of teenage women who are pregnant by the total number of teenage women. For more information about the age categories used, see the note below.

Notes: Data is only available at the county level and cannot be mapped by tract. Because we used two different sources to create this metric, the age categories do not perfectly match. The age categories we used from CDC (numerator) are ages 19 and below, while the categories we used from Census (denominator) are ages 10-19.

This metric shows preschool-aged children enrolled in preschool. The percentage is calculated by dividing the number of children enrolled in public or private preschools by the estimated number of preschool-aged children. This estimate is described below. We used Census table B14003 to disaggregate by gender and B14007 to disaggregate by race.

Note: To estimate the total population ages 3-5, we used 40% of the value for ages 0-4 provided by the Census to exclude ages 0-2. However, this measure does have some limitations. Some 5 year-old children are still in preschool. Additionally, to calculate disaggregates, we needed to mix Census tables. Because these are estimates, the numerator and denominator of this measure may not always line up perfectly and some percentages may exceed 100%.