PUBLIC SCHOOL FINANCE 
253 
Tare 81: DistrisutioN oF One-TracHer Districts 
ACCORDING TO THE AMOUNT OF AID! RECEIVED AT THE 
$900 LeveL, SELECTED CouNTIES IN MISSOURI 
Source: State Survey Commission, A Preliminary Report of the Survey of the 
Public Schools of Missouri 
Computed by National Industrial Conference Board 
vatio of 
Assessed 
7aluation 
to Sales 
Value 
Per Cent 
Number of Districts Receiving 
Aid of 
Total 
Num-| 
ber 
of 
Dis- 
ricts 
Re- 
elv- 
ing 
Aid 
Per Cent 
of Total 
Receiving 
Group 
Vlaxi- Mini- 
mum | mum 
Jlore | 
‘han 
3770 
$701-' 
3770 
2601-! £441 
8700 £600 
$440 
or 
Less 
More | $600 
than ' or 
3600 Less 
256,20.3 79.7 
289|22.1 71.9 
368( 64.4 35.6 
238/91.6 8.4 
Group I, five counties 
Group II, five counties 
Group III, five counties 
Group IV, five counties | 
I) 
56 
3] 
45 
3 
1 
A 
Lz 
114 
gs 
re) 
86 a- 
TE 
Groups I and II com- . 
bined : [X] 
Groups IIT and IV com- | 
bined 51 | 31 | 147 | 
Four groups combined | 75 | 31 11521 
1 State, county, and township aids. 
19° 92'219 2101 545]21.3178.7 
143 | 165 | 101 | so] 60s}75.11249 
162 1 257 | 320 1 260 11,151] 49.6 | 50.4 
hand, of the districts receiving aid in the group IV counties, 
91.69, would receive aid of more than $600. When the ten 
counties with high ratios are combined, it is found that 21.3%, 
of the districts would receive aid of more than $600, while in 
the ten counties with low ratios 75.19, of the districts would 
receive aid of more than $600. 
It is not claimed that the difference in the distribution of 
the districts is entirely the result of the differences in the 
ratios. It is, however, an important factor affecting the dis- 
‘ribution. Differences in wealth are also important, and 
this table is not intended to minimize such differences as 
exist in this respect. It is presented primarily to show that 
the counties with low rural ratios may obtain an advantage 
in the distribution of the state aid funds to which they are 
not entitled. This table should also serve the purpose of 
indicating that assessments throughout the state lack the 
degree of uniformity requisite for the adoption of the 
minimum program. 
Another phase of the problem relating to the uniform rate