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Indianapolis, Indiana - 1 schools
An equity score of 73/100 ranks Matchbook Learning #43 of 373 districts in Indiana (state average 50). Derived live from how evenly resources are distributed across the district's schools.
At $13,421 per pupil, Matchbook Learning ranks #80 of 406 Indiana districts by per-pupil spending (Indiana districts). NCES F-33 finance data.
641
Total Enrollment
1
Schools
$13,421
Per-Pupil Spending
Elementary
School Types
District-Level NCES Analysis
Matchbook Learning operates 1 public schools serving 641 students, placing it among the smallest districts in Indiana. The school portfolio breaks down into 1 elementary 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 Marion County.
Per-pupil expenditure runs $13,421 according to the NCES F-33 School District Finance Survey, in the upper half of 406 Indiana districts by per-pupil spending. See how Indiana compares in our national per-pupil spending analysis. The funding mix is 12.8% local, 71.9% 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. The district's equity score is 73/100, ranked #43 of 373 in Indiana against a state average of 50, notably more even than the typical district in the state for how evenly funding reaches its schools.
a 353.5:1 student-counselor ratio, well above the ASCA benchmark though still under the roughly 408:1 national average, and 42.4% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 58.3% Hispanic or Latino, 35.1% African American, 3.1% White across the district's schools.
Its largest campus is Matchbook Learning, enrolling 707 students (100% of the district's total enrollment).
Matchbook Learning accounts for 100.0% of all Matchbook Learning student enrollment
That is an overwhelming concentration, leaving the rest of Matchbook Learning a distant remainder — means Matchbook Learning-wide averages can mask substantial variation outside the dominant entity. Grade band: elementary. 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.
Matchbook Learning has higher-than-average Title I eligibility — 95.5% 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). Eligibility here is a supermajority of the population — well past the 75% concentration-grant threshold that unlocks extra funding 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.
Matchbook Learning student-counselor ratio is 354:1 — 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.
Matchbook Learning chronic absenteeism rate is 42.4% — well above typical (typically associated with unusually large scale or acute resource constraints)
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 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.