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Stafford, Kansas - 2 schools
An equity score of 69/100 ranks Stafford #47 of 250 districts in Kansas (state average 50). Derived live from how evenly resources are distributed across the district's schools.
At $19,520 per pupil, Stafford ranks #28 of 285 Kansas districts by per-pupil spending (Kansas districts). NCES F-33 finance data.
234
Total Enrollment
2
Schools
$19,520
Per-Pupil Spending
Combined
School Types
District-Level NCES Analysis
Stafford operates 2 public schools serving 234 students, placing it among the smallest districts in Kansas. 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 Stafford County.
Per-pupil expenditure runs $19,520 according to the NCES F-33 School District Finance Survey, among the top 29 of 285 Kansas districts by per-pupil spending. See how Kansas compares in our national per-pupil spending analysis. The funding mix is 27.9% local, 61.5% state, and 10.6% 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 69/100, ranked #47 of 250 in Kansas against a state average of 50, notably more even than the typical district in the state for how evenly funding reaches its schools.
a 124.5:1 student-counselor ratio, that meets the ASCA-recommended benchmark, and 33.8% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 81.7% White, 12.8% Hispanic or Latino, 0.9% African American across the district's schools.
Its largest campus is Stafford Elementary, enrolling 133 students (53% of the district's total enrollment).
Stafford Elementary accounts for 53.4% of all Stafford student enrollment
That is an overwhelming concentration, leaving the rest of Stafford a distant remainder — means Stafford-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.
Stafford has higher-than-average Title I eligibility — 51.9% 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). Areas above 75% eligibility receive concentration grants 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.
Stafford student-counselor ratio is 125:1 — 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.
Stafford chronic absenteeism rate is 33.8% — 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.