At $17,550 per pupil, Campbell-Tintah Public Schools ranks #102 of 509 Minnesota districts by per-pupil spending (Minnesota districts). NCES F-33 finance data.
120
Total Enrollment
2
Schools
$17,550
Per-Pupil Spending
Combined
School Types
District-Level NCES Analysis
Campbell-Tintah Public Schools operates 2 public schools serving 120 students, placing it among the smallest districts in Minnesota. 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 Wilkin County.
Per-pupil expenditure runs $17,550 according to the NCES F-33 School District Finance Survey, in the upper half of 509 Minnesota districts by per-pupil spending. See how Minnesota compares in our national per-pupil spending analysis. The funding mix is 17.2% local, 67.6% state, and 15.3% federal, a state-revenue-heavy mix that insulates the district somewhat from local property-tax volatility, though it ties funding to state budget cycles.
a 57.5:1 student-counselor ratio, that meets the ASCA-recommended benchmark, and 33.3% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 83.8% White, 14.8% Hispanic or Latino across the district's schools.
Its largest campus is Campbell-Tintah Elementary, enrolling 66 students (57% of the district's total enrollment).
Enrollment across the district's NCES-reporting campuses grew 6.7% between 2022-23 and 2023-24 (120 to 128 students), while the student-teacher ratio widened by 2.9 students per teacher, per the NCES Common Core of Data annual universe files.
Of the district's $2,353,000 in reported FY2023 expenditures, 49.6% went to instruction, 35.1% to support services, and 1.8% to capital outlay, support-services-heavy relative to typical districts, reflecting spending on transportation, administration, or student services. Figures come from the NCES F-33 School District Finance Survey's function-level breakdown, not the aggregate per-pupil figure above.
Campbell-Tintah Elementary accounts for 55.0% of all Campbell-Tintah Public Schools student enrollment
That is an overwhelming concentration, leaving the rest of Campbell-Tintah Public Schools a distant remainder — means Campbell-Tintah Public Schools-wide averages can mask substantial variation outside the largest entity. Grade band: combined. The share measures enrollment concentration only; it does not establish how the district allocates programs, capital, or staff. Because it contains a majority of the affected population, enrollment-weighted aggregates will sit closer to this entity's reported fields than to those of smaller peers; an unweighted entity count answers a different question.
Campbell-Tintah Public Schools student-counselor ratio is 58:1 — 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-Tintah Public Schools chronic absenteeism rate is 33.3% — high (typically associated with higher-than-average disruption; recent CRDC data showed elevated rates persisting after pandemic-era schooling changes)
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 Higher values may reflect larger urban scale or recent resource constraints that have widened the gap.
Comparisons are relative to Campbell-Tintah Public Schools's own figures; each column derives from NCES Common Core of Data and the F-33 Finance Survey.
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