Enrollment
216
Idaho · 2024-25 NCES data
Federal NCES profile for Richard Mckenna Charter School - Online, including enrollment, faculty, free-lunch eligibility, demographics, and resource indicators — Resource Investment Index 20/100.
Public location data per NCES (National Center for Education Statistics) Common Core of Data. Verify the school's current address on the NCES CCD record.
Enrollment
216
Idaho · 2024-25 NCES data
Teachers (FTE)
6.0
Federal CCD staff survey
Students per teacher
20:1
vs 17.3:1 Idaho avg
+16% vs state
How Richard Mckenna Charter School - Online compares with Idaho and U.S. medians
Slightly above state median
20:1 — 2.7 above the Idaho state median of 17.3:1, indicating larger average class loads than typical schools in the state.
Richard Mckenna Charter School - Online reports 216 enrolled students to the National Center for Education Statistics (NCES) alongside 6.0 full-time-equivalent teachers, producing a 20:1 student-teacher ratio. That figure sits 16% above the Idaho state mean of 17.3:1, signalling larger average class loads than peers in the same state. Against the national 2024-25 average of 15.9:1, it is 26% higher, a useful calibration for families comparing districts across state lines.
On the finance side, the surrounding Idaho Virtual High School Inc. spends $7,343 per pupil district-wide, below the Idaho average of $12,943 and below the national average of $19,490. Revenue comes 0.6% from local sources (property taxes), 94.0% from the state, and 5.4% from federal programs per the NCES F-33 finance survey. Taken together, these measurements produce a Resource Investment Index of 20/100 (F), calculated from 3 distinct NCES and CRDC indicators measuring resource allocation rather than academic outcomes.
Source: National Center for Education Statistics Common Core of Data + CRDC + F-33 · 2024-25
Cross-validating school-level NCES values against Idaho state and U.S. national means lets readers see whether this school is an outlier or in line with peers.
| Metric | This school | vs Idaho | Idaho avg | U.S. avg |
|---|---|---|---|---|
| Students per teacher | 20:1 | ▲ 16% | 17.3:1 | 15.9:1 |
| Enrollment | 216 | top 33% | — | — |
Source: NCES Common Core of Data School-level CCD + state/national means from Public School Universe · 2024-25
Federal measurements — not ratings — surface the resource and opportunity picture. Below are the indicators that researchers, civil-rights monitors, and funding formulas use to assess equity.
Largest group: White at 84.7% of enrollment.
District-wide per-pupil expenditure for Idaho Virtual High School Inc., which includes Richard Mckenna Charter School - Online.
Source: NCES F-33 School District Finance Survey District-level finance · FY 2021-22 Per-pupil expenditure reflects the district-wide average. Individual school budgets are not reported at the federal level.
4 comparable high schools (grades 9-12) serving the same city.
In-depth guides on understanding NCES data, school choice, and education funding.
How CCD, CRDC and EDFacts feed every public-school number you see.
Eight signals that matter more than the overall ranking number.
Title I, F-33, state aid formulas and what per-pupil spending really means.
Why missing 10% of school matters and how it varies by district.
Three school types, three funding models, three sets of trade-offs.
What CRDC suspension and expulsion records do and don't reveal.
Richard Mckenna Charter School - Online has 216 students enrolled. It is a high school in MOUNTAIN HOME, ID.
The student-teacher ratio at Richard Mckenna Charter School - Online is 20:1, which is 16% higher than the Idaho average of 17.3:1 and 26% higher than the national average of 15.9:1.
The largest demographic group at Richard Mckenna Charter School - Online is White at 84.7%. The school serves a diverse student body in MOUNTAIN HOME, ID.
Richard Mckenna Charter School - Online has a Resource Investment Index of 20/100 (F) based on 3 factors: student-teacher ratio. This index measures federal resource allocation — staffing levels, program availability, and support services — not standardized test scores or academic outcomes.