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Albuquerque, New Mexico - 2 schools
An equity score of 56/100 ranks Mission Achievement and Success #41 of 98 districts in New Mexico (state average 50). Derived live from how evenly resources are distributed across the district's schools.
At $12,115 per pupil, Mission Achievement and Success ranks #111 of 141 New Mexico districts by per-pupil spending (New Mexico districts). NCES F-33 finance data.
2,105
Total Enrollment
2
Schools
$12,115
Per-Pupil Spending
Combined
School Types
District-Level NCES Analysis
Mission Achievement and Success operates 2 public schools serving 2,105 students, placing it among the smallest districts in New Mexico. 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 Bernalillo County.
Per-pupil expenditure runs $12,115 according to the NCES F-33 School District Finance Survey, in the lower half of 141 New Mexico districts by per-pupil spending. See how New Mexico compares in our national per-pupil spending analysis. The funding mix is 8.7% local, 69.7% state, and 21.6% 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 56/100, ranked #41 of 98 in New Mexico against a state average of 50, in line with the typical spread seen across the state for how evenly funding reaches its schools.
a 1116.5:1 student-counselor ratio, above both the ASCA benchmark and the roughly 408:1 national average, and 33.5% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 87.0% Hispanic or Latino, 3.8% White, 2.6% African American across the district's schools.
Mission Achievement and Success 1.0 accounts for 53.4% of all Mission Achievement and Success student enrollment
That is an overwhelming concentration, leaving the rest of Mission Achievement and Success a distant remainder — means Mission Achievement and Success-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.
Mission Achievement and Success has higher-than-average Title I eligibility — 100.0% 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.
Mission Achievement and Success student-counselor ratio is 1117:1 — 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.
Mission Achievement and Success chronic absenteeism rate is 33.5% — 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 Mission Achievement and Success's own figures; each column derives from NCES Common Core of Data and the F-33 Finance Survey.
Nearby Districts in New Mexico
Top districts in the same state, compare side-by-side for enrollment, spending, and demographics.