An equity score of 27/100 ranks Raymore-Peculiar R-Ii #378 of 433 districts in Missouri (state average 50). Derived live from how evenly resources are distributed across the district's schools.
At $11,631 per pupil, Raymore-Peculiar R-Ii ranks #387 of 552 Missouri districts by per-pupil spending (Missouri districts). NCES F-33 finance data.
6,377
Total Enrollment
11
Schools
$11,631
Per-Pupil Spending
Elementary, Middle
School Types
District-Level NCES Analysis
Raymore-Peculiar R-Ii operates 11 public schools serving 6,377 students, placing it among the smaller districts in Missouri. The school portfolio breaks down into 7 elementary, 2 middle, 1 high, 1 combined schools, a compact enough portfolio that families can compare every campus directly before they move, rent, or enrol. These enrollment and school figures come from the NCES Common Core of Data (CCD) 2024-25 release, and the district is based in Cass County.
Per-pupil expenditure runs $11,631 according to the NCES F-33 School District Finance Survey, in the lower half of 552 Missouri districts by per-pupil spending. See how Missouri compares in our national per-pupil spending analysis. The funding mix is 57.9% local, 35.5% state, and 6.6% federal, a local-revenue-heavy mix that leaves the district more exposed to property-tax swings and local ballot measures than state-funded peers. The district's equity score is 27/100, ranked #378 of 433 in Missouri 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 11 schools offering Advanced Placement (13 AP courses district-wide), a 370.8:1 student-counselor ratio, well above the ASCA benchmark though still under the roughly 408:1 national average, and 10.6% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 70.5% White, 12.7% African American, 8.3% Hispanic or Latino across the district's schools. Its most demographically mixed campus is Stonegate Elem., with a diversity index of 60.2/100.
Its largest campus is Raymore-Peculiar Sr. High, enrolling 1,540 students (26% of the district's total enrollment). Its smallest is Shull Early Learning Center, at 189 students, a 8x enrollment spread across the district's campuses.
Raymore-Peculiar Sr. High accounts for 24.1% of all Raymore-Peculiar R-Ii student enrollment
That concentration means Raymore-Peculiar R-Ii-wide averages can mask substantial variation outside the largest entity. Grade band: high. 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.
Raymore-Peculiar R-Ii school enrollment varies 8.1× across entities
Raymore-Peculiar R-Ii school enrollment ranges from 189 students (lowest) to 1,540 students (highest), a spread of 1,351 students. That spread reflects typical mixed-portfolio variation between specialty programs and large neighbourhood schools. Per-school staffing ratios, programme availability, and capital-renovation cycles often diverge inside the same district based on enrollment shape.
Raymore-Peculiar R-Ii student-counselor ratio is 371:1 — 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.
Raymore-Peculiar R-Ii chronic absenteeism rate is 10.6% — 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.