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Amber, Oklahoma - 3 schools
An equity score of 49/100 ranks Amber-Pocasset #101 of 439 districts in Oklahoma (state average 38). Derived live from how evenly resources are distributed across the district's schools.
At $15,123 per pupil, Amber-Pocasset ranks #94 of 540 Oklahoma districts by per-pupil spending (Oklahoma districts). NCES F-33 finance data.
415
Total Enrollment
3
Schools
$15,123
Per-Pupil Spending
Combined, High
School Types
District-Level NCES Analysis
Amber-Pocasset operates 3 public schools serving 415 students, placing it among the smallest districts in Oklahoma. The school portfolio breaks down into 1 combined, 1 high, 1 middle schools, a small enough portfolio that most families will interact with nearly every campus in the district at some point. These enrollment and school figures come from the NCES Common Core of Data (CCD) 2024-25 release, and the district is based in Grady County.
Per-pupil expenditure runs $15,123 according to the NCES F-33 School District Finance Survey, in the upper half of 540 Oklahoma districts by per-pupil spending. See how Oklahoma compares in our national per-pupil spending analysis. The funding mix is 57.9% local, 30.4% state, and 11.6% federal, a local-revenue-heavy mix that leaves the district more exposed to property-tax swings and local ballot measures than state-funded peers. The district's equity score is 49/100, ranked #101 of 439 in Oklahoma against a state average of 38, notably more even than the typical district in the state for how evenly funding reaches its schools.
a 414.8:1 student-counselor ratio, above both the ASCA benchmark and the roughly 408:1 national average, and 14.3% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 74.6% White, 8.3% Hispanic or Latino, 0.2% African American across the district's schools. Its most demographically mixed campus is Amber-Pocasset Es, with a diversity index of 44.2/100.
Its largest campus is Amber-Pocasset Es, enrolling 212 students (51% of the district's total enrollment). Its smallest is Amber-Pocasset Ms, at 43 students, a 5x enrollment spread across the district's campuses.
Amber-Pocasset Es accounts for 51.1% of all Amber-Pocasset student enrollment
That is an overwhelming concentration, leaving the rest of Amber-Pocasset a distant remainder — means Amber-Pocasset-wide averages can mask substantial variation outside the dominant entity. Grade band: combined. A single dominant campus often anchors a district's program offerings and staffing patterns; the share helps explain why district-wide averages may not reflect the typical neighbourhood-school experience. When one entity dominates a region's footprint, its programmatic and budget decisions effectively set policy for a majority of the affected population.
Amber-Pocasset school enrollment varies 4.9× across entities
Amber-Pocasset school enrollment ranges from 43 students (lowest) to 212 students (highest), a spread of 169 students. That relatively narrow ratio reflects an unusually homogeneous campus portfolio, most districts have a wider mix of school sizes. Per-school staffing ratios, programme availability, and capital-renovation cycles often diverge inside the same district based on enrollment shape.
Amber-Pocasset student-counselor ratio is 415:1 — high (typically associated with staffing constraints that limit per-student counselor time; CRDC data shows higher ratios cluster in larger urban systems)
student-counselor ratio is the simplest comparative metric but it does not capture the full picture: the ratio counts FTE counselors against total enrollment, districts that contract intervention or social-emotional staff outside the counselor classification may be under-counted Higher values may reflect larger urban scale or recent resource constraints that have widened the gap.
Amber-Pocasset chronic absenteeism rate is 14.3% — low (typically associated with lower-than-average attendance disruption; districts in this range often have attendance interventions, robust transportation, or smaller catchments that reduce barriers)
chronic absenteeism rate is the simplest comparative metric but it does not capture the full picture: a student is chronically absent if they miss ≥10% of enrolled days for any reason, illness, family obligations, or disengagement Lower values often correlate with smaller scale and population characteristics rather than higher resource budgets per se.