Abstract

This study investigated the much-debated issues of school spending effectiveness, or lack thereof, set in a representational charter high school on the West Coast of the United States. The study employs a phenomenological approach, with a qualitative data analysis to examine the processes and outcomes of school spending policies and programs.

The research initially embarks on an exploration of the historical context surrounding the controversies born from a congressional policy initiative that ignited the firestorm, to understand the unfolding of this national debate. Examining diverse school leaders’ first-hand observers’ take, race-sensitive Academic Gap inklings, socioeconomic-based disparities, and comprehensive review processes, the study analyses the manifestations reported and data collected in order to elucidate the phenomenon.

Qualitative analysis of data collected from open-ended interviews provides insights into the innerworkings of school spending and the impact on the achievement of institutions and individuals alike. By examining the choice and manner of spending decisions, academic proficiency, and correlation between school spending and outcomes in student success, the study assesses the effects of ever-increasing cash injections in U.S. education.

Findings indicate that while school spending is structurally necessary for adequate functioning, the unabated surge in school spending over several decades has not produced a commensurate improvement in academics. In fact, it has bolstered the argument frequently heard that increased spending has no incidence on academic improvement. Challenges persist in implementation and policy choices, including disparities in resource allocation—in this instance, chiefly manifested by a heavy slant towards athletics and technology overspending, contrasted with lesser emphasis towards the proverbial Achievement Gap.

The study concludes with actionable recommendations drawn in part from the participants’ input and geared towards strengthening initiatives for a better balance of spending allocation. It also calls for policymakers, administrators, and stakeholders to bolster support for adequate spending initiatives, better accountability by those hired into in executive positions, and addressing systemic barriers to effective educational spending.

With a focused analysis of policies and procedures on school spending, this study highlights the need to create a more equitable administration of available funds, including an intentional emphasis on academics and bridging the Achievement Gap.

Library of Congress Subject Headings

Charter schools—United States; High schools—United States; Charter schools—Finance—United States; Educational policy—United States

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Doug Leigh

Download

Included in

Education Commons

Share

COinS