PUBLIC SCHOOL FINANCE 259 
may well be approached from the standpoint of the needy 
districts. The question arises as to what constitutes a needy 
district. Information which will aid in answering this ques- 
tion is given in a recent school report. For the school year 
anded in 1929, there were 7,820 rural school districts that 
maintained schools, of which 41 districts had a term of less 
than four months; 165 districts, four and less than six months; 
and 802 districts, six and less than eight months.! Further, 
4,730 districts had fewer than 20 pupils in average daily 
attendance. Of these districts, 1,037 had less than 10 pupils, 
and 1,714 had ten and not more than 14 pupils.? It was also 
reported that 17 districts had assessed valuation of less than 
$10,000; 59 districts had assessed valuation of $10,100 to 
$20,000; 160 districts had assessed valuation of $20,100 to 
$30,000; 340 districts had assessed valuation of $30,100 to 
$40,000; and 439 districts had assessed valuation of $40,100 to 
$50,000.32 In other words, 1,015 rural districts out of a total 
of 7,848 had assessed valuations of $50,000 or less. 
The available data concerning tax rates for school purposes 
are equally significant. These data, however, are for all 
districts, information concerning which is reported each year 
to the State Superintendent of Public Schools by the county 
clerks. For the school year ended in 1929, there were 11 
districts that levied no tax; 267 districtslevied less than $0.20; 
2,051 districts levied $0.20 to $0.40; 1,503 districts levied 
$0.40; 1,483 districts levied $0.40 to $0.65; and 3,531 districts 
levied $0.65 or more.’ 
When the six basic factors are considered jointly, the most 
obvious approach to the problem appears to be through a 
process of consolidation and redistricting. Any form of state 
aid that would further entrench the one-teacher district could 
hardly be regarded as economical, particularly in the sections 
of the state in which population has shown a rapid decline. 
In order that complete information might be available, the 
1 Eightieth Report of the Public Schools of the State of Missouri, 1929, p. 322. 
? Idem. 
3 Idem, 
t Assessed valuations were reported for 7,848 rural school districts, as compared 
with 7,820 for which school term and attendance data were reported. Not all dis- 
tricts maintained schools. 
5 Eightieth Report of the Public Schools of the State of Missouri, 1929, p. 266.