Education Investments and Student Success: Analyzing the Relationship Between School Funding and Math Achievement in District X

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Curriculum and Instruction

Date of Award

Spring 5-1-2026

Abstract

This study examines how school funding and student mathematics achievement changed in a Texas public school district from academic years 2020-2021 to 2024-2025, with a focus on Grades 3 through 7. These years mark a critical transition as students move from basic arithmetic to more complex concepts including fractions, ratios, and early algebra (National Mathematics Advisory Panel, 2008; Viegut et al., 2023). While research has shown that increased school funding can improve student outcomes (Jackson et al., 2016a; Baker et al., 2020), less is known about how specific investments, such as instructional materials, math coaching, and teacher salaries, relate to math achievement during these years. This study also looks at how these patterns differ for economically disadvantaged students, students from different racial and ethnic backgrounds, English learners, and students receiving special education services. The analysis draws on five years of financial records and test scores from District X. Funding data include overall per-student spending and three categories of mathematics-specific investments: instructional resources, math coaching salaries, and teacher base salaries. Student performance comes from the State of Texas Assessments of Academic Readiness (STAAR), with results reported across four levels: Did Not Meet, Approaches, Meets, and Masters. Three groups were examined: all students tested each year (2,446 total across five years), 113 students who stayed enrolled from third through seventh grade, and separate cohorts of seventh graders tested annually (1,836 students total). The goal was to document what happened with math funding and student performance over time. The study focused on the intermediate grades and looked closely at where money went to better understand how spending decisions lined up with student outcomes. This period included rapid enrollment growth, recovery from pandemic disruptions, and a redesigned state assessment. Findings describe trends for the district overall and for key student groups. The study does not claim that funding caused changes in achievement but provides a detailed look at what occurred during these five years. Results may help education leaders and policymakers in Texas and similar settings make more informed decisions about how to allocate resources for mathematics instruction.

Advisor

Karyn Miller

Subject Categories

Education

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