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Dallas, Texas - 2 schools
An equity score of 71/100 ranks St Anthony School #171 of 1044 districts in Texas (state average 50). Derived live from how evenly resources are distributed across the district's schools.
At $13,886 per pupil, St Anthony School ranks #421 of 1202 Texas districts by per-pupil spending (Texas districts). NCES F-33 finance data.
330
Total Enrollment
2
Schools
$13,886
Per-Pupil Spending
Elementary, Middle
School Types
District-Level NCES Analysis
St Anthony School operates 2 public schools serving 330 students, placing it among the smallest districts in Texas. The school portfolio breaks down into 1 elementary, 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 Dallas County.
Per-pupil expenditure runs $13,886 according to the NCES F-33 School District Finance Survey, in the upper half of 1202 Texas districts by per-pupil spending. See how Texas compares in our national per-pupil spending analysis. The funding mix is 0.9% local, 80.1% state, and 19.0% 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 71/100, ranked #171 of 1044 in Texas against a state average of 50, notably more even than the typical district in the state for how evenly funding reaches its schools.
a 159:1 student-counselor ratio, that meets the ASCA-recommended benchmark, and 7.0% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 97.7% African American, 1.4% Hispanic or Latino across the district's schools.
Its largest campus is St Anthony Academy, enrolling 202 students (64% of the district's total enrollment).
St Anthony Academy accounts for 61.2% of all St Anthony School student enrollment
That is an overwhelming concentration, leaving the rest of St Anthony School a distant remainder — means St Anthony School-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.
St Anthony School has higher-than-average Title I eligibility — 90.7% 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.
St Anthony School student-counselor ratio is 159:1 — well below typical (typically associated with unusually small scale or exceptionally high per-unit investment)
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 below typical often correlate with unusually small scale or population characteristics rather than higher resource budgets per se — worth checking whether the underlying denominator is itself an outlier.
St Anthony School chronic absenteeism rate is 7.0% — well below typical (typically associated with unusually small scale or exceptionally high per-unit investment)
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 below typical often correlate with unusually small scale or population characteristics rather than higher resource budgets per se — worth checking whether the underlying denominator is itself an outlier.