Linking Resource Allocation to Student Achievement: A Study of Title 1 and Title 1 Stimulus Utilization

• Main Author: Krumpe, Kati Petersen
• Format: Others
• Published: Digital Commons at Loyola Marymount University and Loyola Law School 2012
• Subjects: Data-driven; Finance; Leadership; Monitoring; Resource Allocation; Title 1; Education; Education Economics
• Online Access: https://digitalcommons.lmu.edu/etd/244; https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1214&context=etd

With the emphasis on high standards and fiscal accountability, there is a heightened need to inform the research linking student achievement to the allocation of resources. This mixed methods inquiry sought to study how schools utilized Title 1 and Title 1 stimulus funding from 2009-2011 to determine if correlations existed between areas of resource utilization and student achievement by studying both the use of funding and the processes that fifteen elementary and middle Title 1 schools in southern California utilized. The focus was to document resource use of Title 1 and Title 1 stimulus allocations and determine if a correlation existed between expenditures and improved student achievement (quantitative) and to discover themes that existed in student achievement improvement, especially including factors that affect the decision making process at the school (qualitative). Findings suggested that expenditures for professional development and programs for at-risk students played a key role in student achievement growth. The leadership of the school principal was also an indicator of student achievement growth. The use of Title 1 monies, including the increase in Title 1 stimulus monies, were beneficial to schools and positively contributed to the increase in student achievement. Overall, money, when spent well, led to improved student achievement.