An equity score of 80/100 ranks Winona R-Iii #28 of 433 districts in Missouri (state average 50). Derived live from how evenly resources are distributed across the district's schools.
At $13,381 per pupil, Winona R-Iii ranks #237 of 552 Missouri districts by per-pupil spending (Missouri districts). NCES F-33 finance data.
441
Total Enrollment
2
Schools
$13,381
Per-Pupil Spending
Combined, High
School Types
District-Level NCES Analysis
Winona R-Iii operates 2 public schools serving 441 students, placing it among the smallest districts in Missouri. The school portfolio breaks down into 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 Shannon County.
Per-pupil expenditure runs $13,381 according to the NCES F-33 School District Finance Survey, in the upper half of 552 Missouri districts by per-pupil spending. See how Missouri compares in our national per-pupil spending analysis. The funding mix is 22.6% local, 37.9% state, and 39.6% 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 80/100, ranked #28 of 433 in Missouri against a state average of 50, notably more even than the typical district in the state for how evenly funding reaches its schools.
a 437:1 student-counselor ratio, above both the ASCA benchmark and the roughly 408:1 national average, and 36.0% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 97.2% White, 1.9% Hispanic or Latino, 0.1% Asian across the district's schools.
Its largest campus is Winona Elem., enrolling 306 students (70% of the district's total enrollment).
Winona Elem. accounts for 69.4% of all Winona R-Iii student enrollment
That is an overwhelming concentration, leaving the rest of Winona R-Iii a distant remainder — means Winona R-Iii-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 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.
Winona R-Iii student-counselor ratio is 437:1 — high (typically associated with staffing constraints that limit per-student counselor time; CRDC data shows higher ratios cluster in larger urban systems)
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 Higher values may reflect larger urban scale or recent resource constraints that have widened the gap.
Winona R-Iii chronic absenteeism rate is 36.0% — 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.