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Hobart, Oklahoma - 3 schools
An equity score of 34/100 ranks Hobart #251 of 439 districts in Oklahoma (state average 38). Derived live from how evenly resources are distributed across the district's schools.
At $10,340 per pupil, Hobart ranks #405 of 540 Oklahoma districts by per-pupil spending (Oklahoma districts). NCES F-33 finance data.
726
Total Enrollment
3
Schools
$10,340
Per-Pupil Spending
Combined, High
School Types
District-Level NCES Analysis
Hobart operates 3 public schools serving 726 students, placing it among the smallest districts in Oklahoma. The school portfolio breaks down into 1 combined, 1 high, 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 Kiowa County.
Per-pupil expenditure runs $10,340 according to the NCES F-33 School District Finance Survey, in the lower half of 540 Oklahoma districts by per-pupil spending. See how Oklahoma compares in our national per-pupil spending analysis. The funding mix is 36.9% local, 45.5% state, and 17.6% 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 34/100, ranked #251 of 439 in Oklahoma against a state average of 38, in line with the typical spread seen across the state for how evenly funding reaches its schools.
Academic infrastructure includes 1 of 3 schools offering Advanced Placement (3 AP courses district-wide), a 210.3:1 student-counselor ratio, that meets the ASCA-recommended benchmark, and 31.6% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 54.3% White, 22.8% Hispanic or Latino, 7.7% African American across the district's schools. Its most demographically mixed campus is Hobart Es, with a diversity index of 65.2/100.
Its largest campus is Hobart Es, enrolling 300 students (48% of the district's total enrollment).
Hobart Es accounts for 41.3% of all Hobart student enrollment
That dominant concentration means Hobart-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.
Hobart school enrollment varies 2.1× across entities
Hobart school enrollment ranges from 140 students (lowest) to 300 students (highest), a spread of 160 students. That relatively narrow ratio reflects an unusually homogeneous campus portfolio, most districts have a wider mix of school sizes. Per-school staffing ratios, programme availability, and capital-renovation cycles often diverge inside the same district based on enrollment shape.
Hobart student-counselor ratio is 210:1 — 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.
Hobart chronic absenteeism rate is 31.6% — 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.