An equity score of 66/100 ranks Sudan Isd #259 of 1047 districts in Texas (state average 50). Derived live from how evenly resources are distributed across the district's schools.
At $16,515 per pupil, Sudan Isd ranks #220 of 1207 Texas districts by per-pupil spending (Texas districts). NCES F-33 finance data.
474
Total Enrollment
2
Schools
$16,515
Per-Pupil Spending
Combined
School Types
District-Level NCES Analysis
Sudan Isd operates 2 public schools serving 474 students, placing it among the smallest districts in Texas. 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 Lamb County.
Per-pupil expenditure runs $16,515 according to the NCES F-33 School District Finance Survey, in the upper half of 1207 Texas districts by per-pupil spending. See how Texas compares in our national per-pupil spending analysis. The funding mix is 67.5% local, 10.9% state, and 21.6% 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 66/100, ranked #259 of 1047 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.
Academic infrastructure includes 1 of 2 schools offering Advanced Placement (3 AP courses district-wide), a 226:1 student-counselor ratio, that meets the ASCA-recommended benchmark, and 9.7% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 50.1% Hispanic or Latino, 46.4% White, 1.6% African American across the district's schools.
Its largest campus is Sudan El, enrolling 272 students (60% of the district's total enrollment).
Sudan El accounts for 57.4% of all Sudan Isd student enrollment
That is an overwhelming concentration, leaving the rest of Sudan Isd a distant remainder — means Sudan Isd-wide averages can mask substantial variation outside the largest entity. Grade band: combined. The share measures enrollment concentration only; it does not establish how the district allocates programs, capital, or staff. Because it contains a majority of the affected population, enrollment-weighted aggregates will sit closer to this entity's reported fields than to those of smaller peers; an unweighted entity count answers a different question.
The reported share clears the 50% majority mark. Title I operates under the Every Student Succeeds Act (ESSA, 2015), but its statutory allocation uses additional LEA-level counts and rules not represented by this average. This percentage is an economic-need context measure; it does not establish a Title I award, show dollars received, or describe how funds are distributed among campuses.
Sudan Isd student-counselor ratio is 226:1 — 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.
Sudan Isd chronic absenteeism rate is 9.7% — 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.