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Campbell, Missouri - 2 schools
An equity score of 40/100 ranks Campbell R-Ii #295 of 432 districts in Missouri (state average 50). Derived live from how evenly resources are distributed across the district's schools.
At $10,102 per pupil, Campbell R-Ii ranks #473 of 549 Missouri districts by per-pupil spending (Missouri districts). NCES F-33 finance data.
554
Total Enrollment
2
Schools
$10,102
Per-Pupil Spending
Combined
School Types
District-Level NCES Analysis
Campbell R-Ii operates 2 public schools serving 554 students, placing it among the smallest districts in Missouri. The school portfolio breaks down into 2 combined 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 Dunklin County.
Per-pupil expenditure runs $10,102 according to the NCES F-33 School District Finance Survey, in the lower half of 549 Missouri districts by per-pupil spending. See how Missouri compares in our national per-pupil spending analysis. The funding mix is 42.6% local, 26.0% state, and 31.4% 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 40/100, ranked #295 of 432 in Missouri against a state average of 50, notably less even than the typical district in the state for how evenly funding reaches its schools.
a 146.3:1 student-counselor ratio, that meets the ASCA-recommended benchmark, and 14.2% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 92.8% White, 5.0% Hispanic or Latino, 0.3% African American across the district's schools.
Its largest campus is Campbell Elem., enrolling 312 students (57% of the district's total enrollment).
Campbell Elem. accounts for 56.3% of all Campbell R-Ii student enrollment
That is an overwhelming concentration, leaving the rest of Campbell R-Ii a distant remainder — means Campbell R-Ii-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.
Campbell R-Ii has higher-than-average Title I eligibility — 56.1% 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 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.
Campbell R-Ii student-counselor ratio is 146:1 — well below typical (typically associated with unusually small scale or exceptionally high per-unit investment)
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 Values this far below typical often correlate with unusually small scale or population characteristics rather than higher resource budgets per se — worth checking whether the underlying denominator is itself an outlier.
Campbell R-Ii chronic absenteeism rate is 14.2% — 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.