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Chilton, Texas - 1 schools
An equity score of 67/100 ranks Chilton Isd #233 of 1044 districts in Texas (state average 50). Derived live from how evenly resources are distributed across the district's schools.
At $13,269 per pupil, Chilton Isd ranks #522 of 1202 Texas districts by per-pupil spending (Texas districts). NCES F-33 finance data.
553
Total Enrollment
1
Schools
$13,269
Per-Pupil Spending
Combined
School Types
District-Level NCES Analysis
Chilton Isd operates 1 public schools serving 553 students, placing it among the smallest districts in Texas. The school portfolio breaks down into 1 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 Falls County.
Per-pupil expenditure runs $13,269 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 16.2% local, 65.9% state, and 17.9% federal, a state-revenue-heavy mix that insulates the district somewhat from local property-tax volatility, though it ties funding to state budget cycles. The district's equity score is 67/100, ranked #233 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 566:1 student-counselor ratio, above both the ASCA benchmark and the roughly 408:1 national average, and 9.9% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 60.8% Hispanic or Latino, 22.3% African American, 12.2% White across the district's schools.
Its largest campus is Chilton School, enrolling 566 students (100% of the district's total enrollment).
Chilton School accounts for 100.0% of all Chilton Isd student enrollment
That is an overwhelming concentration, leaving the rest of Chilton Isd a distant remainder — means Chilton Isd-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.
Chilton Isd has higher-than-average Title I eligibility — 82.8% 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.
Chilton Isd student-counselor ratio is 566:1 — well above typical (typically associated with unusually large scale or acute resource constraints)
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 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.
Chilton Isd chronic absenteeism rate is 9.9% — 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.