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Walker, Minnesota - 2 schools
An equity score of 65/100 ranks Walker-Hackensack-Akeley Schl. Dist #96 of 410 districts in Minnesota (state average 50). Derived live from how evenly resources are distributed across the district's schools.
At $16,221 per pupil, Walker-Hackensack-Akeley Schl. Dist ranks #120 of 504 Minnesota districts by per-pupil spending (Minnesota districts). NCES F-33 finance data.
736
Total Enrollment
2
Schools
$16,221
Per-Pupil Spending
Combined
School Types
District-Level NCES Analysis
Walker-Hackensack-Akeley Schl. Dist operates 2 public schools serving 736 students, placing it among the smallest districts in Minnesota. 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 Cass County.
Per-pupil expenditure runs $16,221 according to the NCES F-33 School District Finance Survey, in the upper half of 504 Minnesota districts by per-pupil spending. See how Minnesota compares in our national per-pupil spending analysis. The funding mix is 34.8% local, 49.6% state, and 15.6% federal, a balanced mix across local, state, and federal sources, spreading budget risk across funding cycles rather than concentrating it in one. The district's equity score is 65/100, ranked #96 of 410 in Minnesota against a state average of 50, notably more even than the typical district in the state for how evenly funding reaches its schools.
a 263.8:1 student-counselor ratio, somewhat above the 250:1 ASCA recommendation, and 67.0% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 59.4% White, 3.4% Hispanic or Latino, 0.7% Asian across the district's schools.
Its largest campus is W.H.a. Elementary, enrolling 369 students (54% of the district's total enrollment).
W.H.a. Elementary accounts for 50.1% of all Walker-Hackensack-Akeley Schl. Dist student enrollment
That is an overwhelming concentration, leaving the rest of Walker-Hackensack-Akeley Schl. Dist a distant remainder — means Walker-Hackensack-Akeley Schl. Dist-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.
Walker-Hackensack-Akeley Schl. Dist has higher-than-average Title I eligibility — 53.3% 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.
Walker-Hackensack-Akeley Schl. Dist student-counselor ratio is 264:1 — near the typical range (US average ~408) — within the typical range for U.S. public districts
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 Variation between sub-units within Walker-Hackensack-Akeley Schl. Dist is typically wider than the Walker-Hackensack-Akeley Schl. Dist-aggregate figure suggests.
Walker-Hackensack-Akeley Schl. Dist chronic absenteeism rate is 67.0% — well above typical (typically associated with unusually large scale or acute resource constraints)
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 above typical often signal acute resource constraints or a structurally different scale than most peers — worth reading alongside the underlying counts, not the ratio alone.
Comparisons are relative to Walker-Hackensack-Akeley Schl. Dist's own figures; each column derives from NCES Common Core of Data and the F-33 Finance Survey.
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