How to read this, and where it comes from
This page has two halves. The first is a plain-language glossary — if a word on this site made you stop, it is probably here. The second is the technical record: every data source, every calculation, and the things these maps cannot tell you. Skip to whichever half you need: glossary · methods · limitations.
Where this project is coming from
Show-Me Missouri Schools is an independent project committed to helping Missourians understand and improve the public schools that serve their communities. It reports their strengths and shortcomings honestly, examines competing policy ideas, and makes clear what the evidence can and cannot establish.
How to read any map on this site
Every map shades the 516 geographic districts in this site’s analytical panel by one number. Missouri has 518 public school districts statewide; the district-count note below explains why two special school districts do not appear as separate map polygons.
You can hover any district for its exact figures, and every map has a toolbar at the bottom to reset the view.
518, 516, 510, 472… which is it?
Missouri has 518 public school districts. Most maps and comparisons on this site use a 516-district analytical panel because the state’s two special school districts serve across multiple component districts and do not appear as separate ordinary attendance-boundary polygons in the federal NCES file. When a source uses a smaller universe, we show its real denominator rather than silently calling it Missouri.
| Count | What it is | Where you see it |
|---|---|---|
| 518 | Missouri’s public school districts statewide. This includes the Special School District of St. Louis County and the Pemiscot County Special School District, which provide special-education services across multiple component districts. | Statewide district count; some DESE, salary and finance sources |
| 516 | The geographic analytical set mapped by this site: the 518-district statewide total minus the two special school districts, which do not appear as separate ordinary attendance-boundary polygons in the federal NCES district file. Charter schools and state-operated schools are separate public entities and are not part of either district count. | Every map; the district lookup |
| 513 | 516 minus the three virtual-school hosts (Grandview R-II, Sturgeon R-V, Laquey R-V), whose enrollment includes thousands of children who live — and pay tax — somewhere else entirely. Any per-student figure for them divides a local numerator by a statewide denominator. | The performance-levy count (211 of 513) |
| 510 | Districts whose names in the MNEA salary report could be matched to our panel with confidence. | Salary-schedule figures |
| 472 / 477 | Districts that actually publish a master’s lane / a schedule maximum. Many small districts publish only the starting salary. | Career-ladder widget; MA-lane comparisons |
| 492 | Districts matched to the MSTA benefits report. | Benefits comparisons |
| 346 of 403 | Districts meeting Stanford SEDA’s reliability standard for the 2019–2024 comparison. Small districts testing a few dozen children per grade are excluded rather than shown as noise. | COVID recovery figures |
The rule we follow: when a figure rests on fewer than the full 516-district mapped panel, we say so at the point where the figure appears — “211 of 513,” “40 of 346” — rather than quietly using the smaller denominator and calling it Missouri.
Why the site sometimes said 63 and sometimes 64 districts at exactly $2.75. The count is 64 across all 516 mapped district records. It is 63 within the 513-district wealth-analysis universe, which excludes Grandview R-II, Sturgeon R-V and Laquey R-V because they host statewide virtual schools; Laquey is the one excluded host that levies exactly $2.75. Unless a passage explicitly concerns the 513-district analysis, this site uses 64.
“The median district.” Where this site says median district, it means the middle district when all districts are lined up on that measure — with every district weighted equally, regardless of size. Springfield counts once and so does Bunker R-III. That makes it the typical district, which is not the same as the typical student’s district: because Missouri’s small districts are numerous and its large ones are few, the median district is smaller, more rural and more property-poor than the district the average Missouri child actually attends. Where a figure is enrollment-weighted instead — that is, where it describes the typical student — we say so explicitly.
The Rural vs. Suburban weighting test. For the four measures challenged in the July 2026 red-team review, the site now publishes both the district median and an enrollment-weighted median. To calculate the latter, districts are sorted on the measure, each district is weighted by its 2025 enrollment, and the value where cumulative enrollment crosses 50% is reported. It identifies the district containing the middle student in that locale; it is not an average of individual students’ salaries, poverty or tax circumstances. Salary-schedule coverage is 353 rural and 44 suburban districts; levy and child-poverty coverage is 388 and 45; property-wealth coverage is 386 and 45 after the established virtual-host exclusions. The calculation is reproducible with scripts/analyze_weighted_locale.py.
The words, in plain English
Missouri school finance and accountability run on a private vocabulary. Here is what the terms on this site actually mean.
Assessed valuation (AV). The taxable value of all the property inside a school district’s boundaries — homes, farms, businesses, utilities. It is not what the property would sell for; Missouri assesses residential property at 19% of market value, agricultural land at 12%, and commercial property at 32%. This single number is the foundation of everything on the Funding page: it is what a district gets to tax.
Levy (or tax rate). The rate a district charges against assessed value, expressed in dollars per $100 of AV. A levy of $4.00 means the owner of a property assessed at $20,000 pays $800 a year to the schools. Missouri voters, not school boards, must approve levy increases above certain limits.
Certified staff. The number of staff holding a state teaching or education certificate in the district — classroom teachers plus certificated counselors, librarians, and administrators. It is not a headcount of every district employee (it excludes bus drivers, cafeteria and custodial staff, aides, and other non-certificated roles), and it is self-reported by each district to MNEA rather than an independent count, so treat it as an order-of-magnitude figure rather than an exact one. Source: MNEA 2025–26 salary survey, the same report used for the Teacher Pay maps; 510 of 516 districts reported.
The four community indicators (income, broadband, college degree, single-parent families). These come from the U.S. Census Bureau’s American Community Survey, 5-year estimates for 2019–2023, pulled at school-district geography (445 unified and 71 elementary districts, 516 in total). We use the detailed tables rather than the pre-computed summary tables so that every denominator is one we chose and can state: broadband is households with a broadband subscription as a share of all households (table B28002); college degree is adults 25 and over holding a bachelor’s degree or higher (B15003); single-parent is families headed by one parent as a share of families with their own children under 18 — not of all households, which would understate it (B11003); median household income is B19013. As a check, summing our 516 districts reproduces the Census Bureau’s own published Missouri totals exactly — 2,484,834 households, 4,217,432 adults aged 25+, 639,804 families with children — and every derived share matches the state figure to a tenth of a point. A note on the map’s color scale: the shading runs from the 5th to the 95th percentile, not from the true minimum to the true maximum. This is deliberate. Missouri’s distributions are heavily skewed — 97% of districts sit below the midpoint of the raw college-degree range, because a few suburban districts stretch it — so a true min-to-max scale renders 500 districts in one indistinguishable shade. Clipping the ends restores the contrast among the districts where nearly everyone actually lives. Nothing is hidden: hovering any district shows its true value, and the district lookup always reports the real number.
Operating levy vs. debt-service levy — and why the difference matters. A Missouri school district’s tax rate is not one number. The operating levy funds day-to-day work: salaries, buses, utilities, books. The debt-service levy is separate and repays bonds issued to construct buildings; by law it cannot be spent on instruction. A homeowner pays both, added together, on one line of the tax bill. The operating-levy map on the Taxes & Debt page shows that operating rate separately from the total. 327 of the 516 mapped districts also carry a debt-service levy, so for nearly two-thirds of the mapped panel the school line on the tax bill is higher than the operating rate. The mapped-panel median operating levy is $3.60 and the median total school levy is $4.12. Webb City R-VII, for example, levies $2.75 for operations plus 68¢ for debt service — $3.43 in total, which is what its residents actually pay. If you want the number on your own tax bill, use the total; the district lookup shows both.
A correction we made to our own debt-service figures (12 July 2026). Our first pass at the debt-service levy was read out of the State Auditor’s printed PDF, and the parser we used carried a fault: in the Auditor’s layout a subdivision’s name is printed only on its first row, and continuation rows are blank. Our parser tracked the name only across rows whose purpose looked school-like, so a blank-named debt-service row belonging to a neighboring city or county could be silently added to the last school district it had seen. The City of Savannah’s 9¢ debt levy, for instance, was landing on Adair County R-II. We caught this by pulling the Auditor’s own machine-readable tax-rate export and finding that it disagreed with us for 74 districts; a corrected re-parse of the PDF then matched the export on 420 of 420 districts we could check, confirming the export was right and we had been wrong. The debt-service and total-levy figures on this site are now taken from that export. The corrections: districts carrying a debt-service levy, 348 → 306; median total school levy, $4.17 → $4.07. Operating levies were not affected — they matched the Auditor’s export for all 516 districts — so nothing in the performance-levy analysis changes.
Superseded 13 July 2026. The figures above are the preserved result of the 12 July parser correction, not the final figures used today. Later work on 13 July moved the median total levy in two distinct steps. First, rebuilding the operating levy on Missouri’s statutory definition moved the median operating levy from $3.57 to $3.60 and the median total levy from $4.07 to $4.08, while the debt-service count remained 306. Second, we found that the Auditor’s export itself reports zero debt service for 21 St. Louis County districts whose printed reports show real subclass rates. Using the export for districts without subclass rates and the printed report for those 21 — cross-checked against DESE’s independent levy-by-fund record — moved the final figures to 327 of 516 districts carrying a debt-service levy and a $4.12 median total school levy. Twenty of the 21 St. Louis County rates match DESE to the cent, and both sources confirm the remaining district’s rate change.
Tax rate ceiling. The highest operating levy a district may charge without going back to the voters. Missouri law defines it as the highest ceiling in effect since 1980 and states explicitly that it “shall not contain any tax levy for debt service” (RSMo 163.011(4)) — which is the statutory basis for the distinction above. It is not the same as the total tax bill.
The three numbers Missouri law actually cares about. A district’s operating levy is measured against three statutory lines, and it is worth knowing all of them:
$1.25 — the minimum operating levy required to receive any state aid at all (RSMo 163.021.1(3)). No Missouri district is near this.
$2.75 — the line that actually bites. A district operating below $2.75 cannot receive more state aid per weighted pupil than it received in 2005–06; its foundation-formula aid is frozen at that level (RSMo 163.021.2). This is why 64 Missouri districts levy exactly $2.75 — to the cent. They are standing on the line.
$3.43 — the “performance levy,” a figure written directly into statute (RSMo 163.011(14)). Under a provision of SB 727 effective July 1, 2026, a district levying below the performance levy must give the state written notice asserting that it is providing an adequate education; and if it cannot, the statute declares that “such inadequacy shall be deemed to be a result of insufficient local effort” (RSMo 163.021.6). By the State Auditor’s 2025 levy figures, 211 of 513 districts — 41%, teaching about 319,000 children — levy below $3.43. (Excluding the three virtual-school hosts.)
Why the performance levy is worth arguing about — the full analysis, sources & methodology
How we counted levy elections. The Missouri State Auditor’s annual Property Tax Rates report prints a flag beside every tax rate it reviews: A for a new voter-approved rate (or one replacing an expired levy), B for a voter-approved increase, decrease or extension of an existing levy. We parsed every school-district operating row — in both Appendix VII and Appendix VIII — for 2018 and 2020–2025, seven tax years. The complete scan found 140 A/B-flagged district-year rows: 139 voter-approved operating-levy increases across 121 districts, and one excluded row (Strain-Japan R-XVI in 2021) where the full operating ceiling decreased. The yearly increase counts are 19, 24, 16, 14, 21, 20 and 25. Twenty-two winning districts were still below $3.43 immediately after at least one increase. The 2019 report has not been obtained, so that year is not included.
How we matched report names to today’s district names. We do not use fuzzy text matching. Each Auditor name and tax year is joined to the Auditor-derived statutory levy history, which carries the district’s stable DESE/Census identifier; that identifier then selects the current district record. All 139 events map one way only. This resolves the two formerly uncertain historical labels: Cass County R-V School District is Archie R-V (the Auditor begins using the Archie name in 2023), and Scott County R-V School District is Scott Co. Central. An automated check now refuses to regenerate the district-profile history file unless every voter-flagged row is either mapped to an included increase or listed as an explicit exclusion. That check also caught three increases still missing from the first correction: Smithville R-II (2020), Mehlville R-IX (2023), and Maplewood-Richmond Heights (2025). The Corrections page preserves both the 20 July correction and this later reconciliation.
What this count can and cannot see. It sees elections that passed. The Auditor records tax rates, not ballots, so a district that never appears may never have gone to its voters, or may have gone and lost. We cannot distinguish those, and we do not claim to: the site says a district has not succeeded, never that it has not asked. We also do not yet hold the 2019 report, so an increase approved in that one year would be missed. Separately, we tested and rejected a tempting shortcut — inferring elections from rises in the tax rate ceiling. Ceilings float in both directions with assessed value under the Hancock Amendment. Counting any ceiling rise above five cents would flag 130 districts as having “won an election” in 2024–25, against 45 voter-approved operating-levy increases actually identified by the Auditor’s A/B flags. A ceiling increase is therefore not evidence of a public vote, and that shortcut is not used anywhere on this site.
“At their ceiling.” Of the 211 districts below $3.43, 192 are within a half-cent of their certified ceiling. We use the half-cent rule because the public-facing rates are displayed to the cent; it does not claim that all 192 unrounded rates are exactly equal.
Where $3.43 came from. The performance levy was created by SB 287 (2005). It was the average operating levy of the original “performance districts” — the model districts used to set the state adequacy target — measured against 2004 assessed values. It was descriptive: a statement about what a particular group of districts happened to charge twenty-one years ago. It has never been indexed or recalculated, although the state adequacy target is recalculated every two years by statute. In June 2025, DESE’s deputy commissioner told the Governor’s funding task force that the formula’s local-aid assumptions are “a figure frozen in time.” SB 727 has now turned that frozen 2004 average into a compliance standard with a presumption of fault attached.
The finding that matters most. Within the 513-district nonvirtual wealth-analysis universe, 211 districts fall below the performance levy; 192 — 91% — levy within a half-cent of their certified tax rate ceiling, the maximum they may charge without a public vote. For 209 of the 211, that ceiling is itself below $3.43. Exactly two districts in the group (Bell City R-II and Brentwood) could reach the standard by board action; every other one would have to hold an election. Most districts in this group are already at or effectively at the no-vote ceiling and still fall short of the state’s own number — and the statute calls the result insufficient local effort.
The rate is not a measure of wealth. Across Missouri’s districts the correlation between the operating levy and property wealth per student is −0.001 — not weak, but nothing whatsoever. Knowing a community’s tax rate tells you nothing at all about whether it is rich or poor. The cleanest demonstration holds the rate perfectly still: 64 districts levy the identical operating rate of $2.75. Among them, a dime raises $57 per student in Thayer R-II and $702 in Pettis Co. R-XII — twelve times the money for exactly the same tax. Both fall below the performance levy; both must file notice with the state.
The poorest are the most likely to be caught. Sorted into quartiles by property wealth, 54% of the poorest quarter fall below the performance levy, against 35% of the richest. And 64 districts levy exactly $2.75 — the state-aid cliff described above. Fifty-six of those are rural; their median 2024 child-poverty estimate is 20.0% against a state district median of 15.4%. They are holding the only line the law truly forces them to hold.
And complying would reward the wealthy. If every district below the line raised its levy to exactly $3.43, the poorest quartile would gain a median of $437 per student and the richest quartile $813. Obeying the same law would leave the wealthy district 2.4 times better off than the poor one.
The performance levy measures a tax rate. It does not measure effort, it does not measure wealth, and it does not measure result. Whether a community already taxing itself to its legal limit should be deemed to have made insufficient local effort is not a question this site will settle for you. We present the statute, the arithmetic and the maps; the conclusion is yours. It is, however, a live question: the Governor’s School Funding Modernization Task Force must report by 1 December 2026, and Missouri already has the lowest share of state aid in the country (30% of school revenue) and is 7th in reliance on local property tax.
A note on sourcing. The levy figures on this site are the rates actually levied in 2025, taken from the Missouri State Auditor’s 2025 Property Tax Rates report (No. 2026-006), which reviews every taxing authority in the state and reports operating and debt-service rates separately. We previously used a DESE tax-rate field, and it was wrong in a way we first misdiagnosed. We described it as “the ceiling rather than the levied rate.” On re-examination the dominant fault is vintage: DESE labels its files by school year, so its “2025” figure is tax year 2024. It matches the Auditor’s tax-year-2024 ceiling for 99% of districts, and differs from the 2025 levied rate for 76% of them — because 2025 was a reassessment year and Hancock rollbacks moved almost every rate. It is not true that most districts decline to levy their full ceiling: 89% levy it to the cent. All levy figures here are now the Auditor’s levied rates for tax year 2025. Twenty-one St. Louis County districts levy a separate rate for each class of property (residential, agricultural, commercial, personal). The district’s own operating levy — the figure Missouri law uses — is those rates weighted by the assessed value in each class; the district lookup also shows the residential rate, which is what a homeowner pays.
Why Beating the Odds still uses the free/reduced-lunch rate — a test we ran, and lost. We have said plainly on this site that the free/reduced-lunch rate is no longer a usable poverty measure, so the obvious next step was to rebuild the Beating the Odds regression on the Census child-poverty figure instead. We tried it, and it made the map worse. We pulled SAIPE child poverty for every one of the eleven years the achievement data covers (2009–2019), so the two measures describe the same era, and refit the model. Free/reduced lunch explains 42% of the variation in district achievement level; child poverty explains 21% — half as much. And the weaker control does real damage: with child poverty alone, the median suburban district drifts to +0.06 standard deviations above prediction while the median city district falls to −0.09, and Ladue and Clayton climb into the state’s top over-performers — not because they are doing more with less, but because a model that under-controls for advantage hands the advantaged the credit. Fitting both measures together adds almost nothing (R² 0.434) and the two are so collinear (r = 0.82) that the child-poverty coefficient flips to a nonsensical positive sign.
The explanation is that free/reduced lunch, whatever its faults as a poverty statistic, is a better statistical control: it counts the actual children in the school at 185% of the poverty line, while SAIPE counts every child resident in the district, including those in private schools, at 100%. So the map keeps the free/reduced-lunch model — and, importantly, it uses the 2009–2019 average, the window before community eligibility spread widely enough to break the measure. In that matched file, average FRL correlates −0.648 with achievement level across 516 districts (R² = 0.420) but only −0.171 with learning rate across the 511 districts reporting it (R² = 0.029). Those are the source figures for the Achievement page’s “about 42% versus about 3%” comparison. We are documenting the failed test rather than burying it, because the intuition behind it was right and someone else will have it too.
Debt, building, and cash and investments. The “Who is building” map comes from the U.S. Census Bureau’s Annual Survey of School System Finances (the F-33), fiscal year 2024 — the same survey NCES uses for federal school-finance reporting. Long-term debt is the principal still outstanding at the close of the fiscal year; capital spending is what the district actually laid out on buildings, land and equipment that year; cash and investments are the F-33’s cash and security holdings across sinking, bond and all other funds. That total is not the same as unrestricted operating reserves: sinking funds are set aside for debt service, bond funds can include unspent construction proceeds, and the public file does not divide “other” cash into restricted and unrestricted portions. The displayed cash-to-expenditure ratio is ending cash and investments divided by the F-33’s total expenditure for the same fiscal year — not operating spending and not payroll. Per-student figures use the F-33’s own fall membership count, so numerator and denominator come from the same source. We verified the file’s internal debt identity (debt at the start of the year, plus what was issued, minus what was retired, equals debt at the end) — it holds for 503 of Missouri’s 518 records, the rest differing by a thousand dollars of rounding. We then cross-checked it against an entirely separate source, the State Auditor’s debt-service levies: of the 327 districts that levy for debt, 325 show long-term debt in the F-33. Two special-purpose districts (St. Louis County Special and Pemiscot County Special) are not K-12 districts and are excluded, leaving all 516.
What vote does it actually take? A distinction that matters, and that almost everyone gets wrong. Two different thresholds govern Missouri school ballot questions, and they are routinely confused — including, at first, by us.
The operating levy — the rate that pays teachers — needs only a SIMPLE MAJORITY. Mo. Const. art. X, § 11(c) imposes a two-thirds requirement on municipalities and counties, then carves schools out: in school districts the rate may be raised for school purposes, up to a total levy of $6.00, when “a majority of the qualified electors voting thereon shall vote therefor.” Every one of the 211 districts below the performance levy is far beneath that $6.00 ceiling. A bare majority is all any of them needs. The same section adds that a board whose voters say no “shall be free to resubmit any higher tax rate at any time” — there is no cooling-off period.
A general obligation bond — which builds buildings — needs a supermajority, and how big a supermajority depends on the day it is held. Mo. Const. art. VI, § 26(b): “four-sevenths at the general municipal election day, primary or general elections and two-thirds at all other elections.” So a bond needs 57.14% in April or November — but 66.67% at a February, March, June or August special. The same bond, with the same 60% of the vote, passes in April and fails in June. This is the supermajority most people have in mind when they think about school elections, and it is why a measure can win a clear majority and still lose. It is not the rule for the operating levy.
Why we labour the point: the natural defence of the 211 districts is that Missouri sets an impossible voting bar. It does not. The bar is 50% plus one, and it can be attempted every single year. Across the seven reported tax years, districts cleared it at least 139 times — roughly 20 times a year. Yet 211 districts remain below $3.43, 192 of them are within half a cent of their certified ceiling, and 22 successful districts were still below $3.43 immediately after at least one increase. The corrected record does not show that levy elections almost never work. It shows that winning an election is not the same as having enough property wealth to reach the state’s benchmark — and that Missouri keeps no statewide record of the districts that asked and were refused.
The failed levy elections: a search that came up empty, and what the emptiness means. Our levy-election count sees only the elections that passed, because a win changes the tax rate and tax rates are recorded. A district that asked its voters and was refused leaves no trace. On 13 July 2026 we went looking for the losses, and established — by exhaustion — that no public record of them exists in Missouri at any level above the individual county clerk.
The Secretary of State certifies returns for state offices and statewide measures; local ballot issues are certified by county election authorities and are not compiled by the state. DESE publishes nothing. RSMo 162.201 looks promising — county clerks must certify school election results to the state board of education — but it governs the formation of new districts, not tax levies. Ballotpedia, the only national aggregator, publishes its own scope: local measures within “the 100 largest cities in the United States, and state capitals.” In Missouri that is Kansas City, St. Louis and Jefferson City — 13 of the 211 districts, and blind to the other 198. Oregon County, whose district won a levy election in 2023, has an empty Ballotpedia page. The records exist only in 76 separate county election authorities.
The one compilation we can find is private. The bond underwriters who run these campaigns keep score, because it is their business to know which communities say yes. L.J. Hart & Company advertises “Election Results” as a standing service. We have requested it. If we obtain it we will publish it with its provenance stated plainly — an industry tally, not an official record — and only after reconciling their wins against our Auditor-derived series. If their wins do not reconcile, we will not publish their losses.
The emptiness is itself the finding. From 1 July 2026 the state requires 211 districts to answer for a levy most of them cannot raise, and points them at the ballot box. It records, meticulously, every district that succeeded. It keeps no record at all of who tried. The single fact that would show whether “insufficient local effort” is a fair description of these communities is the one fact Missouri has never thought to collect.
We put the dime test through an independent check — and it held. The dime test is the most quoted thing on this site, and until 13 July 2026 it rested on a single source for assessed valuation. After a run of errors that all shared that same root cause, we went back and tested it against two independent records.
First: every district’s assessed valuation, as used by the dime test, was checked against the State Auditor’s own published figure. All 403 districts we could match agree to within 0.1%. No transcription error.
Second, and this is the real test: we recomputed the entire dime test from DESE’s assessed-valuation file — a completely separate record, certified to DESE by county clerks rather than compiled by the Auditor. The structure survives intact. Naylor R-II is still the property-poorest K–12 district in Missouri ($35 a dime on the DESE figures against $39 on ours), and the gap from poorest to wealthiest is still roughly eighteen to nineteen-fold. Every figure sits about 8% lower on the DESE file for a reason we can name: it is tax year 2024, and 2025 was a reassessment year in which values rose. The two sources tell the same story about Missouri, one year apart.
What the check did turn up. Clayton and Brentwood are effectively tied for the wealthiest K-12 tax base — $716 and $713 a dime. Where this site names Clayton, read it as “Clayton, with Brentwood a few dollars behind,” not as a clear first place. And the Census F-33’s enrollment count disagrees sharply with DESE’s for a handful of very small districts (it reports 158 students in Appleton City R-II where DESE reports 321). The site therefore keeps each numerator with its matching denominator: the dime test and other Auditor/DESE per-student figures use DESE attendance, while the F-33 debt, capital and cash-per-student figures use F-33 fall membership. For DESE current expenditure per pupil, the downloaded MCDS field is reproduced as published because it does not identify which of DESE’s published enrollment-base variants it contains. No denominator is silently substituted for another.
Which rate counts as “the operating levy” — a correction we made to ourselves on 13 July 2026. Twenty-one St. Louis County districts levy a different rate on each class of property: one rate on homes, another on farmland, another on business property, another on cars and equipment. Until 13 July 2026 this site published the residential rate as those districts’ operating levy. For a map of what a homeowner pays, that is the right number. For the $3.43 performance-levy test, it is the wrong one — RSMo 163.011(12) defines a district’s operating levy for school purposes as the levy of the district, not the rate borne by any one class of property.
The district’s levy is its subclass rates weighted by the assessed value sitting in each subclass. We now compute it that way for every district and every year. The method was validated against DESE’s own published operating rate for tax year 2024 and reproduces it exactly — to four decimal places — for every district we could match (406 of 406), including two things our earlier parse had missed: voter-approved temporary operating levies (33 districts; East Buchanan Co. C-1 levies $5.23 plus a $0.64 temporary levy running to 2042) and Kansas City 33’s Article X, Section 11(g) levy, without which Kansas City reads $2.07 instead of $4.86.
What moved: 495 of 516 districts were unaffected — the only ones that change are those 21. Five leave the below-$3.43 group (Ferguson-Florissant, Hancock Place, Mehlville, Pattonville, University City). The count falls from 216 to 211; the share within half a cent of the certified ceiling is now 91%. The finding is stronger than it was, which is not why we changed it. The district lookup shows both numbers for those 21 districts — the levy of the district, and the rate a homeowner actually pays.
A dead end worth recording. RSMo 163.011(15) says “school purposes” pertains to the teachers’ and incidental funds — which reads as though the capital projects fund should be excluded from the operating levy, and excluding it would push the count to 239. It should not be excluded. Five districts land on exactly $2.75 — the state-aid floor set by the same statute — only when capital projects is counted, and on that measure no regular district falls below the floor at all. The rate a district sets is a single operating levy that it then allocates across those funds. We tested the narrower reading and rejected it.
What the tax base is made of — and the one number we will not give you. The four-way map of residential, agricultural, commercial and personal property comes from a records request to Missouri DESE School Finance, answered 13 July 2026. Missouri does not publish district-level assessed valuation by property class anywhere: the State Tax Commission reports county totals only, and the Auditor’s reports carry district total AV. The underlying numbers are certified to DESE by each county clerk. Districts that cross county lines are certified once per county, so we sum — the opposite of the Auditor’s tax-rate exports, where a multi-county district repeats and must be de-duplicated. All 516 districts matched on GEOID with none unaccounted for, and the four classes sum to each district’s certified total. Note the vintage trap that runs through every DESE file: DESE labels by school year, so its “2025” sheet is tax year 2024, which is what this map shows.
Here is what we will not do with it. Missouri assesses residential property at 19% of market value, commercial at 32%, and personal property at 33⅓% — so for those three you can, roughly, work backwards to a market value. You cannot do that for farmland. Actively farmed land is assessed at 12% of its agricultural productive value — a figure set by soil grade under RSMo 137.017, not by what the ground would fetch at auction. Dividing the agricultural column by 0.12 therefore does not recover the market value of Missouri farmland; it recovers a productivity estimate. We built that reconstruction, saw that it would overstate precision while understating the real gap, and threw it away. The correct statement is the one on the funding page: the shortfall between what Missouri farmland is worth and what a school district may tax is larger than these figures can show, and we decline to put a dollar figure on it.
We also tested, and rejected, the intuitive claim that farm-heavy districts are property-poor. The correlation between a district’s farmland share and its assessed value per student is −0.10, and the median AV per student is statistically identical either side of a 10% farmland threshold ($121,800 vs $122,350). Farm districts have thin bases and few students, and the two roughly cancel. The component that does track property wealth is commercial (r = +0.33). We are reporting the failed hypothesis because it is the one most readers will arrive with.
The levy-change map. The “Levy Change · Pick Your Baseline” map is built from the Auditor’s machine-readable tax-rate exports for every year from 2013 to 2025 — 516 districts × 13 years — and shades the rate each district actually levied, never the ceiling. Where a district levies by property class we again take the residential rate. Multi-county districts appear once per county in the Auditor’s file; we de-duplicate rather than sum. (An earlier build of this map used DESE’s tax-rate ceiling, and said so in its caption; it has been rebuilt.)
The “dime test.” Not an official term — it is our shorthand for a question. If every district in Missouri raised its levy by exactly ten cents, how much money would that identical tax increase actually produce per student? The answer ranges from about $39 to about $716 among K-12 districts — and up to $961 if you include Shell Knob 78, a K-8 district on Table Rock Lake. Same effort, eighteen to twenty-four times the result. It is the clearest single illustration of what property wealth does to school funding. It measures tax capacity, not whether the overall funding system is adequate or fair. One policy view treats the gap as evidence that state aid must offset unequal local capacity; another expects the foundation formula to provide an adequate base while preserving room for communities to add local support. The calculation cannot decide between those views or establish whether the state currently closes enough of the gap.
Per-pupil spending. The site uses the district current-expenditure-per-pupil value published by Missouri DESE through MCDS. DESE’s calculation guide publishes variants using both average daily attendance and September membership. The downloaded MCDS field does not identify which variant it contains, so this site reproduces the value as published and does not relabel its denominator. The measure covers PK–12 instruction and support expenditures after specified deductions and excludes capital outlay, debt service, community services, non-instruction/support functions, adult education and Title I expenditures; DESE also deducts specified food-service, student-activity, tuition and transportation-fee revenue. It is therefore not total district spending divided by a locally chosen student count. (DESE calculation explanation.) It remains useful but must be read carefully: a tiny rural district often shows high per-pupil spending because fixed costs — a building, a superintendent, a bus route — are divided among very few children. High per-pupil spending is not automatically generous spending.
Shared-program host limitation. Estimates may be less comparable for districts that administer programs serving students from several districts. Some qualifying expenses may be recorded by the fiscal agent or operator while some students served are associated with other districts in the published enrollment records; reimbursements, tuition receipts and accounting can differ by program. Find Your District now flags the 12 mapped fiscal agents in DESE’s FY2027 K–12 special-education cooperative list and the 51 mapped districts named in DESE’s updated 2025–26 career-education directory. The career directory contains 53 district fiscal-agent entries; the other two are the boundary-less Pemiscot County and St. Louis County special districts outside this site’s mapped panel. DESE’s general CTE page separately says 57 comprehensive districts operate area career centers, so the profiles follow the directory’s named entries rather than guessing which additional districts account for that difference.
St. Louis County’s Special School District is a separate limitation that can work in the opposite direction. Special School District records its own special-education spending while students remain enrolled in 22 component districts. A component district’s published current-expenditure-per-pupil figure therefore does not represent every public dollar spent on services for its students. The site discloses that boundary rather than trying to reassign SSD expenditures without student-level service and finance records.
What the flags do not mean. A current fiscal-agent or operator designation does not prove that DESE’s published expenditure-per-pupil figure is too high, identify which historical years are affected or reveal the size of any effect. The site keeps DESE’s published value, labels the current shared-program context and does not estimate an adjusted value without program expenditures, reimbursements and student-count records sufficient to reproduce it. Pleasant View R-VI retains a separate district-provided note about its early-childhood special-education cooperative because that specific denominator issue was documented directly.
ADA (average daily attendance). Not enrollment. ADA is the average number of students actually present on a given day across the year. Missouri’s funding formula pays on attendance, not on how many children are on the roster — which means chronic absence costs a district money on top of costing children instruction.
Local, state and federal share. Every district’s revenue comes from these three pockets and they add to 100%. A district with a small local share is not a district that isn’t trying; it is usually a district without much property to tax.
Salary schedule, lane and step. A district salary schedule usually has education levels across the columns, called lanes, and years of credited experience down the rows, called steps. “Bachelor’s degree, first step” means the published starting salary for a teacher entering the bachelor’s lane at the first experience step; it does not mean every newly hired teacher is paid that exact amount.
SB 727 and the Baseline Salary Grant. Senate Bill 727 (2024) set a statutory minimum starting teacher salary of $40,000 in Missouri. Many districts could not fund that floor out of local revenue, so the state pays the gap through the Teacher Baseline Salary Grant. MNEA’s statewide summary reports 274 of 518 districts using the grant. The salary-schedule file matched to this site’s map contains 510 district records, including 272 grant users. Those are different source universes, not interchangeable denominators. The grant matters enormously and is fragile: it must be re-appropriated by the legislature every single year.
APR (Annual Performance Report). The state’s yearly report card for each district, issued under the accountability system called MSIP 6. It is scored as the percentage of possible points a district earned across achievement, growth, attendance, graduation, and college-and-career readiness. It is a summary, and like all summaries it hides as much as it shows.
Accreditation classification and the context comparison. Accreditation is an official State Board of Education status, not a category this site calculates from one year’s APR. DESE says APR data are the primary basis, but its review also considers multiple-year trends, improvement planning, previous findings, financial status, compliance with law and regulation, and superintendent certification. A classification remains in place until the State Board changes it. DESE’s February 2026 detailed tables identify 511 accredited, five provisionally accredited and zero unaccredited districts. The PDF summary instead says 512 accredited and 517 total; all 516 detailed codes match the site’s master, so we report the detailed rows and disclose the source discrepancy.
The Achievement page’s comparison is descriptive. It joins the five official provisional codes to the site’s canonical 2025 academic, district-master and finance-panel files. The comparison group is the 137 other districts where Census SAIPE 2024 estimates that at least 20% of children ages 5–17 live below the federal poverty line. Every displayed value is a district median, so each district counts once. This is not a matched control group, causal model or new ranking. The calculation validates identical 516-code universes and is reproducible with scripts/analyze_accreditation_context.py; the research ledger is in research/accreditation-context/ANALYSIS.md.
MPI (MAP Performance Index). Missouri’s way of scoring a test. Rather than counting only the students who reached “proficient,” the MPI awards partial credit for students who moved up a level without crossing that line. It rewards progress that a simple percent-proficient number would make invisible.
CCR (college and career readiness) points. A composite of ACT, WorkKeys, IB and AP results — a rough measure of how prepared graduates are for what comes next. WorkKeys is a career-readiness assessment, the vocational counterpart to the ACT.
Free and reduced-price lunch rate (FRL). The traditional stand-in for child poverty in school data. Treat it with growing caution: under Community Eligibility, many high-poverty schools now serve universal free meals and no longer collect individual family forms, which has made FRL a less reliable poverty measure than it once was. On this site we can now put a number on that drift — see the entry below.
Community eligibility (CEP). A federal option that lets a school or district with enough low-income students serve free meals to every child, and stop collecting family income applications altogether. It is good policy and bad data: the district’s reported free-lunch rate can go to 100% regardless of how many families are actually poor. Fifty-six Missouri districts now report exactly 100%, and one reports more than 100%.
SAIPE (Small Area Income and Poverty Estimates). The U.S. Census Bureau’s annual model-based estimate of how many children aged 5–17 in each school district live below the federal poverty line. It draws on federal tax records, SNAP participation and the American Community Survey — nothing a school reports — which is what makes it a genuinely independent check on the lunch numbers. It is also the measure the federal government itself uses to allocate Title I dollars. Because it is a model, small districts carry wide margins of error. Eighty Missouri districts moved more than five percentage points from the 2023 to 2024 estimate, and most enroll only a few hundred students. Read a one-year movement as an estimate, not proof of a local trend.
CWIFT (Comparable Wage Index for Teachers). An experimental NCES estimate of wages earned by comparable college-educated workers outside K–12 teaching in a district’s labor market. A value of 1.000 equals the national average. It helps describe the competing labor market around a district, but it is not a teacher salary, housing-cost index, personal cost-of-living adjustment or evidence of where a district’s teachers live. The site reports the latest available 2022 value as context and does not use it to recalculate salaries or spending.
Grade-level equivalent. The unit on the COVID recovery maps. If a district is “0.7 grade levels below” its 2019 scores, its students today score about where students seven-tenths of a school year behind them would have scored before the pandemic. It is a way of turning an abstract test scale into something you can feel.
Standard deviation (SD). A measure of spread. On the Beating the Odds map, a district at “+0.63 SD” is well above what its poverty rate predicts — roughly two grade levels better than expected. As a rough rule of thumb on these scales, 0.3 SD is about one grade level.
Residual. The gap between what actually happened and what a statistical model predicted would happen. The Beating the Odds map is a map of residuals: it predicts each district’s test scores from its poverty rate alone, then shades each district by how far it beat or missed that prediction. Blue districts are outperforming what their demographics would forecast. It is the closest thing on this site to a map of what schools themselves are contributing.
SEDA (Stanford Education Data Archive). A national research dataset that puts every district in the country on one comparable test scale. It is the source behind the Harvard/Stanford Education Recovery Scorecard, and it is what allows this site to compare a Missouri district to the national average rather than only to its neighbors.
How every number on this site was produced
All maps are built in a single Tableau Public workbook, Missouri School District Change 1991–2025, from publicly available state and federal data. Figures quoted in the text were computed independently in Python from the source files and cross-checked against a second source before publication.
Missouri has 518 public school districts. The maps cover the 516 geographic districts in the site’s analytical panel. The Special School District of St. Louis County and the Pemiscot County Special School District provide special-education services across multiple component districts and do not appear as separate ordinary attendance-boundary polygons in the federal file, so they are not treated as two additional places to shade. Charter LEAs and state-operated schools are separate public entities outside the 518-district count and the mapped panel. District boundaries are U.S. Census TIGER 2024 school-district shapefiles, joined to state data on the federal district identifier (NCES LEAID / GEOID).
Missouri DESE (MCDS portal and Office of Quality Schools) — district enrollment and demographics (1991–2025), faculty information including average teacher experience, average salary and share holding advanced degrees (1991–2025), finance summaries and per-pupil expenditure (1991–2025), assessed valuation (1993–2025), historical tax rates (2003–2025), four-day-week adoption, the 2025 Annual Performance Report, and the February 2026 district accreditation classifications.
MNEA 2025–26 salary survey — published district salary schedules, used for the four Teacher Pay maps (starting salary, master’s + 10 years, top of the master’s lane, schedule maximum) and for Baseline Salary Grant status.
Stanford Education Data Archive (SEDA) — two releases. The pooled 2009–2019 file underlies the Beating the Odds map; the SEDA 2024 annual release underlies the five COVID recovery maps. Citation: Reardon, S. F., Fahle, E. M., Ho, A. D., Shear, B. R., Saliba, J., Min, J., Shim, J., & Kalogrides, D. (2025). Stanford Education Data Archive (Version SEDA 2024). purl.stanford.edu/pt329xg7054
U.S. Census Bureau, SAIPE — Small Area Income and Poverty Estimates, school-district file, 2024 vintage. Supplies the child-poverty map and district profiles: the estimated number and share of children aged 5–17 below the poverty line in each district’s boundaries. All 516 mapped districts matched on GEOID.
National Center for Education Statistics, ACS-CWIFT — Education Demographic and Geographic Estimates, 2022 LEA file. Supplies the experimental comparable-wage index shown on the Teacher Pay page and district profiles. All 516 mapped districts matched on GEOID. The public site reports the estimate; the retained standard-error column supports future uncertainty checks.
NCES / Urban Institute — the urban-centric locale codes used to group districts as City, Suburb, Town or Rural.
Thirteen-year spending comparison. The Funding calculator follows one fixed, on-time cohort: kindergarten in 2012–13 through grade 12 in 2024–25, graduating in May 2025. For each current geographic district, it takes DESE’s published current expenditure per pupil for ending-year labels 2013 through 2025, rounds each annual value to the nearest dollar and adds the 13 displayed figures. The first total uses dollars reported in each year; the second adds the panel’s CPI-adjusted values in constant 2025 dollars. It is an estimate of 13 districtwide annual averages, not an invoice for one child, a grade-specific cost or a claim that the student actually remained in that district. It excludes the same capital outlay, debt service, Title I and other items outside DESE’s current-expenditure measure described above. For a district hosting a multi-district special-education cooperative or regional career/technical center, the host limitation can affect every annual value and therefore the total; documented context appears with the selected result, but no adjusted total is guessed. Of the 516 mapped districts, 512 have complete, geographically comparable values for this cohort. Grandview R-II, Laquey R-V and Sturgeon R-V are not compared because statewide virtual-school enrollment distorts their per-student finance denominators; Diamond R-IV is not estimated because its 2021–22 spending value is missing.
Levy cost-and-yield calculator. The homeowner estimate multiplies the entered market value by Missouri’s 19% residential assessment ratio, divides by $100, and applies the entered levy increase (entered in cents per $100 of assessed value). A $200,000 home is therefore assessed at $38,000, and a 10¢ increase costs about $38 a year. The districtwide estimate applies that same rate to the district’s total 2025 assessed valuation; the per-student estimate scales the dime-test result to the selected number of cents. These are planning estimates, not promised receipts: assessed values, collections and enrollment can change. The tool does not determine whether an increase falls within a district’s legal ceiling or requires voter approval. Per-student results remain suppressed for the three statewide virtual-school hosts because their enrollment denominators are not geographically comparable.
The dime test. Assessed valuation per average daily attendance × 0.001. AV is the 2025 vintage, taken from the Missouri State Auditor’s 2025 Property Tax Rates report; for the 21 St. Louis County districts that levy a separate rate on each class of property, we sum all four subclasses to get total AV. The median district holds $130,885 of assessed value per student, so a dime raises $130.88 there; it raises $716 in Clayton (and $713 in Brentwood, effectively a tie) and $39 in Naylor R-II. (We previously used a December 2024 vintage, which put the median at $121.43. Assessed values rose, and in a few districts they rose a great deal — Van-Far R-I nearly doubled after a 200 MW solar project was built inside it.)
Three districts are excluded from the dime test. Grandview R-II hosts the Missouri Virtual Academy; Sturgeon R-V and Laquey R-V host similar statewide online programs. Their reported enrollment includes thousands of students who live elsewhere in Missouri, so any per-student figure for them — assessed value, spending, local revenue share, achievement — divides a local numerator by a statewide denominator. Grandview went from 706 students in 2019 to 4,484 in 2025 with no change to its tax base. We would rather publish nothing for those three than publish an artifact.
Real teacher salary change. Each district’s average teacher salary in 1991 and 2025, with the 1991 figure inflated to constant 2025 dollars using the Consumer Price Index, expressed as a percent change. 419 of 516 districts (81%) are below their 1991 level in real terms.
Why 1991? It is the earliest year for which DESE’s data system has clean, consistent district-level figures for enrollment, salary and spending in the files behind this site — not a deliberate policy or funding-formula milestone. It happens to give a round 35-year window. If you want a different comparison period, the enrollment and teacher-experience maps let you drag the baseline year to whatever you choose.
Local revenue share. Local revenue as a share of a district’s total revenue, 2025. Local, state and federal shares sum to exactly 100% for every district. The enrollment-weighted statewide local share is 58.6%, which matches the published statewide figure — the check we used to validate the column.
Beating the Odds and the historical FRL choice. The map uses an ordinary least-squares regression of district achievement (SEDA, 2009–2019 pooled, empirical Bayes estimates) on each district’s average free/reduced-lunch enrollment over the same period. Average historical FRL is associated with about 42% of the variation in this matched achievement-level measure (r = −0.648; R² = 0.420; n = 516). That does not mean poverty causes 42% of achievement or that schools account for the remaining 58%; it means this one indicator leaves 58% of the district-level variation unaccounted for.
We completed the Census sensitivity test. Rebuilding the same 2009–2019 model with the Census SAIPE measure alone produced R² = 0.210, compared with R² = 0.420 for historical FRL. A model including both produced R² = 0.434; the figures are not additive because the two poverty measures overlap. We retained historical FRL because it describes the economic composition of enrolled students during the period before community eligibility made current FRL rates broadly incomparable. The weaker Census control also elevated affluent districts in ways that made the residual less useful for the question this map asks. This is a sensitivity result, not proof that FRL is a valid current poverty measure. The full correction record is preserved here.
Teacher workforce, spending and SEDA outcomes. This descriptive comparison uses one unweighted observation for each of the 516 mapped districts. Average teacher salary in constant 2025 dollars, advanced-degree share, teacher experience, current expenditure per pupil, free/reduced-lunch share, enrollment, nonwhite enrollment share and assessed wealth per student were each averaged across 2009–2019, then matched to pooled SEDA achievement level and learning rate for the same years. Achievement is available for all 516 districts and learning rate for 511. Every district contributes all 11 panel years.
Results and controls. Salary, advanced-degree share and experience correlate r = .254, .291 and .285 with achievement level, respectively; their correlations with learning rate are −.176, −.067 and −.020. Historical free/reduced-lunch share correlates −.648 with achievement. Real current expenditure per pupil correlates .004 with achievement and .121 with learning rate. In a nested ordinary least-squares comparison controlling for historical poverty, log enrollment, NCES locale, nonwhite enrollment share, log assessed wealth and spending, the three workforce measures together add 5.04 percentage points to explained achievement variation and 0.17 point to explained learning-rate variation. When the same controls and the three workforce measures are already included, spending adds 0.02 point to achievement and 0.16 point to learning rate.
Limits on interpretation. These estimates are associations, not causal effects. They do not connect a child to a teacher, distinguish classroom spending from other cost pressures, or show what would happen if a district changed its salary schedule or budget. Salary and advanced-degree share are strongly related to each other (r = .70), so a district-level model cannot cleanly assign their shared relationship to one factor. High-need and very small districts can also spend more because their costs are higher. Shared-program hosting may make some districts’ spending values less comparable, and no complete statewide host list is yet available for this historical period. A near-zero spending correlation therefore does not prove that money never matters; it says aggregate current expenditure did not distinguish achievement in this design. District comparisons of out-of-field or less-than-fully-qualified assignments are deferred until DESE supplies the district-level Screen 20 assignment file and denominator. The complete calculation is reproducible in scripts/analyze_teacher_workforce_outcomes.py, with results documented in research/teacher-workforce-outcomes/.
COVID recovery. Change in average district test scores (math and reading, grades 3–8) between spring 2019 and spring 2024, on SEDA’s grade-equivalent scale. Only districts meeting SEDA’s 2019–2024 reliability standard are shaded (346 districts); the rest render white. Subject-specific estimates exist for 193 districts, covering roughly 92% of tested students in the reliable set.
Child poverty. Census SAIPE 2024, taken as published: poverty count divided by the estimated population aged 5–17 in each district and rounded to one decimal for display. Statewide this yields 141,975 of 1,022,586 children, or 13.88%. The comparison with school lunch data is our own: across the 513 districts reporting both, the correlation between free/reduced-lunch rate and Census child poverty is r = 0.65, and the mean reported lunch rate (52.0%) is more than three times the mean district child-poverty estimate (16.2%).
Comparable-wage context. The Teacher Pay page and district profiles report each district’s 2022 NCES CWIFT estimate at three decimal places. The statewide district median is 0.789; locale medians are 0.780 rural, 0.792 town, 0.860 city and 0.940 suburb. The lowest and highest Missouri estimates are 0.701 and 0.966, so estimated wages for comparable college-educated workers are about 38% higher in the highest-index market than the lowest. This is a descriptive comparison of published estimates, not a cost adjustment or causal model.
Single-year maps use the average, not the sum, of a district’s value. This is not cosmetic: two different Missouri districts are both named Miami R-I, and summing would silently double one of them.
The state’s four-day-week file marks several districts as having adopted the schedule that, to our knowledge, never did. Those marks are treated as errors and the districts are shown as never-adopted. Three districts genuinely adopted the four-day week and later returned to five days. Where the public file and direct knowledge of Missouri schools disagree, this site follows the latter and says so.
Four-day academic outcomes. The primary evidence is the Missouri DESE study commissioned from SAS EVAAS. It used Missouri assessment data from 2008 through 2022 and a difference-in-differences design: change before and after adoption was compared with change over the same years in rural districts that stayed on five days. DESE reported no overall statistically significant helpful or harmful effect on academic achievement or building growth, with a few very small grade/subject/year exceptions in both directions.
The newer table on the Four-Day page is descriptive, not a second causal study. DESE’s 2025 academic file represents school year 2024–25. We aligned the schedule flag to that same year by removing the five districts whose first four-day school year ends in 2026. The resulting cohort contains 180 four-day districts before exclusions. The published table then compares only rural districts and removes Grandview R-II, Sturgeon R-V and Laquey R-V because their statewide virtual programs do not share one local calendar or community context. Final groups are 171 rural four-day and 215 rural five-day districts. Values are district medians, so each district counts once regardless of enrollment. APR, ELA and math are complete for both groups. The calculation is reproducible in scripts/analyze_fourday_academics.py.
What these maps cannot tell you
A map is an argument with the details filed off. Here is what has been filed off, stated plainly — because a reader who knows the limits of the evidence is a better advocate than one who doesn’t.