Education Policy, Funding, and Student Achievement: Uncle Sam’s Curse
Degree Date
10-14-2025
Document Type
Thesis
Degree Name
Doctor of Education
Department
Education
First Advisor
Dr. John Braun
Second Advisor
Dr. Jana Hennen-Burr
Third Advisor
Dr. Stephen O'Connor
Abstract
Quality education has a profound impact on future opportunities, and access to adequate funding and resources significantly influences the quality of education. This qualitative case study investigated the intersection of education finance policy, funding equity, and student achievement. To do so, interviews were conducted with three elementary school principals employed in one high-poverty American Midwestern public school district whose students posted gains on standardized tests despite comparatively meager district funding. Participants' perceptions and lived experiences as principals in districts with high concentrations of poverty were explored through individual, in-depth, semi-structured interviews, which invited them to discuss their experiencesmanaging the school budget and navigating the complexities of meeting students' needs and improving student performance. Findings suggested that need-based funding infusions enable improved student outcomes; changing policy landscapes, funding guidelines, and spending authority can constrain principals' ability to adequately address students' needs.
Findings further underscored the potential advantages of district-controlled spending and centralized resourceallocations, as well as the shortcomings associated with principal-controlled spending and site-level resource distribution. Although financial investments in education are generally correlated with improved academic achievement, transformative student progress can be achieved through sustained attention to progress monitoring, data-based teaching, encouraging a teacher growth mindset, and hiring high-quality teaching staff. While correcting funding formulas and addressing unfunded policy mandates is necessary to ultimately ensure educational equity, this research contributed to education practice and policy discussions by centering on the voices of school leaders. It offered evidence-based recommendations for maintaining stronger schools and facilitating improved student performance in school settings, even when resources are scarce.