Contact
- 322 Quest Avenue, Kingsley, IA 51028
- +1 (712) 378-2861
- kingsley-pierson.k12.ia.us
Kingsley-Pierson Community School District has 4 schools and 422 learners. The district’s minority enrollment is 10%. Also, 35.8% of learners are economically disadvantaged.
Learners at Kingsley-Pierson Community School District: The learner body at the schools served by Kingsley-Pierson Community School District is 90.3% White, 1.9% Black, 5% Asian, 1.2% Hispanic/Latino, 0.7% American Indian or Alaska Native, and 90.3% Native Hawaiian or other Pacific Islander. Also, 0% of learners are two or more races, and 0% have not specified their race or ethnicity. Also, 50% of learners are female, and 50% of learners are male. At schools in Kingsley-Pierson Community School District, 35.8% of learners are able to partake in the federal free and reduced price meal program and 23.9% of learners are English language learners.
Educators at Kingsley-Pierson Community School District: Within Kingsley-Pierson Community School District, 100.0% of educators are certified, and 88.4% have three or more years of experience. The learner-to-teacher ratio is lower than the state average, at 12:1. The district has 0 full-time counselors on staff.
Test Scores at Kingsley-Pierson Community School District: In Kingsley-Pierson Community School District, 86% of elementary learners tested at or above the proficient level for reading, and 74% tested at or above that level for math. Also, 81% of middle school learners tested at or above the proficient level for reading, and 76% tested at or above that level for math. And 82% of high school learners tested at or above the proficient level for reading, and 78% tested at or above that level for math.
Finances at Kingsley-Pierson Community School District: Kingsley-Pierson Community School District spends $13,656 per learner annually. It has a yearly revenue of $6,944,000. The school district spends $6,681.4 million on instruction, $3,432.5 million on support services and $540.1 million on other expenses.
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