Tuscola Isd operates 1 public schools serving 406 students, placing it among the smallest districts in Michigan. The school portfolio breaks down into 1 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 Tuscola County.
The funding mix is 46.1% local, 42.1% state, and 11.7% federal, a balanced mix across local, state, and federal sources, spreading budget risk across funding cycles rather than concentrating it in one.
and 36.5% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 87.5% White, 5.2% Hispanic or Latino, 3.1% African American across the district's schools.
Its largest campus is Highland Pines School, enrolling 96 students (100% of the district's total enrollment).
Highland Pines School accounts for 23.6% of all Tuscola Isd student enrollment
That concentration means Tuscola 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. Enrollment-weighted aggregates give this entity more weight than any smaller peer, while an unweighted entity average treats every record equally.
The reported share sits between 62.5% and 75%, above a simple majority but below the highest descriptive band used here. 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.
Tuscola Isd chronic absenteeism rate is 36.5% — 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.