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Placedo, Texas - 4 schools
An equity score of 77/100 ranks Bloomington Isd #92 of 1044 districts in Texas (state average 50). Derived live from how evenly resources are distributed across the district's schools.
At $15,314 per pupil, Bloomington Isd ranks #258 of 1202 Texas districts by per-pupil spending (Texas districts). NCES F-33 finance data.
890
Total Enrollment
4
Schools
$15,314
Per-Pupil Spending
High, Elementary
School Types
District-Level NCES Analysis
Bloomington Isd operates 4 public schools serving 890 students, placing it among the smallest districts in Texas. The school portfolio breaks down into 1 high, 1 elementary, 1 combined, 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 Victoria County.
Per-pupil expenditure runs $15,314 according to the NCES F-33 School District Finance Survey, in the upper half of 1202 Texas districts by per-pupil spending. See how Texas compares in our national per-pupil spending analysis. The funding mix is 22.2% local, 49.1% state, and 28.7% federal, a balanced mix across local, state, and federal sources, spreading budget risk across funding cycles rather than concentrating it in one. The district's equity score is 77/100, ranked #92 of 1044 in Texas against a state average of 50, notably more even than the typical district in the state for how evenly funding reaches its schools.
a 195:1 student-counselor ratio, that meets the ASCA-recommended benchmark, and 46.5% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 85.4% Hispanic or Latino, 10.9% White, 2.6% African American across the district's schools. Its most demographically mixed campus is Bloomington H S, with a diversity index of 32.4/100.
Its largest campus is Bloomington H S, enrolling 227 students (29% of the district's total enrollment).
Bloomington H S accounts for 25.5% of all Bloomington Isd student enrollment
That concentration means Bloomington Isd-wide averages can mask substantial variation outside the dominant entity. Grade band: high. 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.
Bloomington Isd has higher-than-average Title I eligibility — 80.0% of the population qualifies for free or reduced-price lunch
free or reduced-price lunch eligibility is the federal threshold for Title I funding allocations, established under the Every Student Succeeds Act (ESSA, 2015). Areas above 75% eligibility — including this one — receive concentration grants on top of the basic Title I formula. Regions with eligibility this high typically draw a substantially larger federal funding share relative to their local tax base, which can either offset or reinforce existing gaps depending on allocation policy.
Bloomington Isd student-counselor ratio is 195:1 — low (typically associated with meeting or exceeding the American School Counselor Association (ASCA) recommended 250:1 benchmark, which correlates with stronger college and career counseling capacity)
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 Lower values often correlate with smaller scale and population characteristics rather than higher resource budgets per se.
Bloomington Isd chronic absenteeism rate is 46.5% — well above typical (typically associated with unusually large scale or acute resource constraints)
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 Values this far above typical often signal acute resource constraints or a structurally different scale than most peers — worth reading alongside the underlying counts, not the ratio alone.