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Saint John, North Dakota - 2 schools
An equity score of 90/100 ranks St John 3 #5 of 101 districts in North Dakota (state average 51). Derived live from how evenly resources are distributed across the district's schools.
At $20,124 per pupil, St John 3 ranks #40 of 168 North Dakota districts by per-pupil spending (North Dakota districts). NCES F-33 finance data.
447
Total Enrollment
2
Schools
$20,124
Per-Pupil Spending
Combined, High
School Types
District-Level NCES Analysis
St John 3 operates 2 public schools serving 447 students, placing it among the smallest districts in North Dakota. The school portfolio breaks down into 1 combined, 1 high 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 Rolette County.
Per-pupil expenditure runs $20,124 according to the NCES F-33 School District Finance Survey, in the upper half of 168 North Dakota districts by per-pupil spending. See how North Dakota compares in our national per-pupil spending analysis. The funding mix is 5.0% local, 37.3% state, and 57.7% federal, an unusually federal-heavy mix, typically a marker of concentrated Title I eligibility or a small district reliant on federal impact-aid programs. The district's equity score is 90/100, ranked #5 of 101 in North Dakota against a state average of 51, notably more even than the typical district in the state for how evenly funding reaches its schools.
a 114.5:1 student-counselor ratio, that meets the ASCA-recommended benchmark, and 33.0% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 3.0% White, 0.6% Hispanic or Latino across the district's schools.
Its largest campus is Saint John Elementary School, enrolling 321 students (70% of the district's total enrollment).
Saint John Elementary School accounts for 70.1% of all St John 3 student enrollment
That is an overwhelming concentration, leaving the rest of St John 3 a distant remainder — means St John 3-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.
St John 3 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.
St John 3 student-counselor ratio is 115:1 — 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 John 3 chronic absenteeism rate is 33.0% — 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.