How do these schools compare?
| Metric | Hillsboro-Deering Elementary School | Hillsboro-Deering Middle School |
|---|---|---|
| Location | Hillsborough, NH | Hillsborough, NH |
| School Type | regular | regular |
| Grade Level | other | middle |
| Enrollment | 418 | 229 |
| Student:Teacher Ratio | 10.4:1 | 10.3:1 |
| Free/Reduced Lunch | 26.3% | 30.0% |
| Charter School | No | No |
| Magnet School | No | No |
| Title I | No | No |
Funding
Per-pupil expenditure reflects district-level spending. Source: NCES Finance Survey.
| Metric | Hillsboro-Deering Elementary School | Hillsboro-Deering Middle School |
|---|---|---|
| District Per-Pupil Expenditure | $25,693 | $25,693 |
| District | Hillsboro-Deering Cooperative School District | Hillsboro-Deering Cooperative School District |
Demographics
Source: CCD Membership 2024-25 CCD Membership 2024-25
| Group | Hillsboro-Deering Elementary School | Hillsboro-Deering Middle School |
|---|---|---|
| White | 89.7% | 90.8% |
| African American | 2.2% | 0.4% |
| Hispanic or Latino | 5.3% | 3.1% |
| Asian | 1.0% | 0.0% |
| American Indian / Alaska Native | 0.2% | 0.0% |
| Pacific Islander | 0.0% | 0.0% |
| Multiracial | 1.7% | 5.7% |
Academic Resources & Climate
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Metric | Hillsboro-Deering Elementary School | Hillsboro-Deering Middle School |
|---|---|---|
| AP Courses Offered | — | — |
| Gifted Program | No | No |
| Counselor Ratio | 209:1 | 229:1 |
| Chronic Absenteeism | 40.7% | 48.9% |
| IDEA Students | — | — |
| In-School Suspensions | 2 | 35 |
Data Sources: NCES Common Core of Data (CCD) 2023-24 for enrollment and school characteristics. Civil Rights Data Collection (CRDC) 2021-22 for AP courses, counselors, absenteeism, and discipline. NCES Finance Survey for per-pupil expenditure. Some fields may be unavailable for all schools.
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Source: U.S. Department of Education NCES Common Core of Data + F-33 finance + Civil Rights Data Collection Compiled and formatted by PlainSchools Editorial.