Date of Award

Spring 3-25-2024

Document Type

Dissertation

Degree Name

Doctor of Education in School Leadership

Department

Center for Leadership & Learning

College

College of Education

Committee Chair

Dr. Steve Bounds

Second Committee Member

Dr. John Freeman

Third Committee Member

Dr. Megan Duncan

Program Director

Dr. John Freeman

Dean of Graduate College

Dr. Sarah Gordon

Abstract

With over 63% of its students living in poverty, the state of Arkansas has a challenge when it comes to equitable funding and opportunities for its students. One funding mechanism that has been in place in Arkansas for over 20 years now is a categorical funding allocation known as Enhanced Student Achievement Funds (ESA). School districts receive these funds based on their percentage of students in poverty. While this weighted student funding model of allocating more funds to identified characteristics has been in place in Arkansas for over two decades, little research exists to gauge whether these allocation mechanisms successfully address student achievement. The purpose of this research was to determine if the weighted student funding model utilized with Arkansas’ ESA funding resulted in any significant differences in student achievement.

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