An equity score of 52/100 ranks Community School of Excellence #186 of 410 districts in Minnesota (state average 50). Derived live from how evenly resources are distributed across the district's schools.
At $13,134 per pupil, Community School of Excellence ranks #379 of 509 Minnesota districts by per-pupil spending (Minnesota districts). NCES F-33 finance data.
1,494
Total Enrollment
2
Schools
$13,134
Per-Pupil Spending
Combined, High
School Types
District-Level NCES Analysis
Community School of Excellence operates 2 public schools serving 1,494 students, placing it among the smallest districts in Minnesota. The school portfolio breaks down into 1 combined, 1 high 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 Ramsey County.
Per-pupil expenditure runs $13,134 according to the NCES F-33 School District Finance Survey, in the lower half of 509 Minnesota districts by per-pupil spending. See how Minnesota compares in our national per-pupil spending analysis. The funding mix is 1.8% local, 80.7% state, and 17.5% 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 52/100, ranked #186 of 410 in Minnesota against a state average of 50, in line with the typical spread seen across the state for how evenly funding reaches its schools.
a 397.8:1 student-counselor ratio, well above the ASCA benchmark though still under the roughly 408:1 national average, and 13.3% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 99.3% Asian across the district's schools.
Community School of Excellence accounts for 46.6% of all Community School of Excellence student enrollment
That is an overwhelming concentration, leaving the rest of Community School of Excellence a distant remainder — means Community School of Excellence-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. Enrollment-weighted aggregates give this entity more weight than any smaller peer, while an unweighted entity average treats every record equally.
Community School of Excellence reports 81.5% free-lunch eligibility
The reported share is at least 75%, indicating a high concentration of measured economic need. Title I operates under the Every Student Succeeds Act (ESSA, 2015), but its statutory allocation uses additional LEA-level counts and rules not represented by this average. This percentage is an economic-need context measure; it does not establish a Title I award, show dollars received, or describe how funds are distributed among campuses.
Community School of Excellence student-counselor ratio is 398:1 — 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.
Community School of Excellence chronic absenteeism rate is 13.3% — 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.
Comparisons are relative to Community School of Excellence's own figures; each column derives from NCES Common Core of Data and the F-33 Finance Survey.
Nearby Districts in Minnesota
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