Every figure on PlainSchools is rendered directly from the source NCES, CRDC and F-33 federal
records, no number is typed in by an editor. District totals are aggregated directly from the schools reporting under this district in the source records. See our
editorial standards & corrections policy, the
methodology behind these numbers, or
report a data error. Data current as of June 2026.
Stockton, Illinois - 3 schools
An equity score of 29/100 ranks Stockton Cusd 206 #588 of 763 districts in Illinois (state average 38). Derived live from how evenly resources are distributed across the district's schools.
At $16,494 per pupil, Stockton Cusd 206 ranks #384 of 848 Illinois districts by per-pupil spending (Illinois districts). NCES F-33 finance data.
548
Total Enrollment
3
Schools
$16,494
Per-Pupil Spending
Elementary, Combined
School Types
District-Level NCES Analysis
Stockton Cusd 206 operates 3 public schools serving 548 students, placing it among the smallest districts in Illinois. The school portfolio breaks down into 1 elementary, 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 Jo Daviess County.
Per-pupil expenditure runs $16,494 according to the NCES F-33 School District Finance Survey, in the upper half of 848 Illinois districts by per-pupil spending. See how Illinois compares in our national per-pupil spending analysis. The funding mix is 55.1% local, 35.2% state, and 9.6% 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 29/100, ranked #588 of 763 in Illinois against a state average of 38, 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 (5 AP courses district-wide), a 195:1 student-counselor ratio, that meets the ASCA-recommended benchmark, and 14.8% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 85.1% White, 9.1% Hispanic or Latino, 0.6% Asian across the district's schools.
Its largest campus is Stockton Middle School, enrolling 233 students (37% of the district's total enrollment).
Stockton Middle School accounts for 37.4% of all Stockton Cusd 206 student enrollment
That dominant concentration means Stockton Cusd 206-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.
Stockton Cusd 206 student-counselor ratio is 195:1 — low (typically associated with meeting or exceeding the American School Counselor Association (ASCA) recommended 250:1 benchmark, which correlates with stronger college and career counseling capacity)
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 Lower values often correlate with smaller scale and population characteristics rather than higher resource budgets per se.
Stockton Cusd 206 chronic absenteeism rate is 14.8% — 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.