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Montezuma, Kansas - 3 schools
An equity score of 41/100 ranks Montezuma #175 of 250 districts in Kansas (state average 50). Derived live from how evenly resources are distributed across the district's schools.
At $15,969 per pupil, Montezuma ranks #88 of 285 Kansas districts by per-pupil spending (Kansas districts). NCES F-33 finance data.
220
Total Enrollment
3
Schools
$15,969
Per-Pupil Spending
High, Combined
School Types
District-Level NCES Analysis
Montezuma operates 3 public schools serving 220 students, placing it among the smallest districts in Kansas. The school portfolio breaks down into 2 high, 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 Gray County.
Per-pupil expenditure runs $15,969 according to the NCES F-33 School District Finance Survey, in the upper half of 285 Kansas districts by per-pupil spending. See how Kansas compares in our national per-pupil spending analysis. The funding mix is 46.2% local, 48.9% state, and 4.9% 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 41/100, ranked #175 of 250 in Kansas against a state average of 50, notably less even than the typical district in the state for how evenly funding reaches its schools.
Academic infrastructure includes 1 of 3 schools offering Advanced Placement (1 AP courses district-wide), a 340.5:1 student-counselor ratio, well above the ASCA benchmark though still under the roughly 408:1 national average, and 33.5% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 73.4% White, 25.2% Hispanic or Latino, 0.6% African American across the district's schools.
Its largest campus is Montezuma Elem, enrolling 83 students (51% of the district's total enrollment). Its smallest is South Gray Community Learning Center, at 22 students, a 4x enrollment spread across the district's campuses.
Montezuma Elem accounts for 37.7% of all Montezuma student enrollment
That dominant concentration means Montezuma-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.
Montezuma school enrollment varies 3.8× across entities
Montezuma school enrollment ranges from 22 students (lowest) to 83 students (highest), a spread of 61 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.
Montezuma student-counselor ratio is 341:1 — near the typical range (US average ~408) — within the typical range for U.S. public districts
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 Variation between sub-units within Montezuma is typically wider than the Montezuma-aggregate figure suggests.
Montezuma 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.