{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/17661"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/17661","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"A Quantitative Study of the Impact of Funding Disparities on Public Schools","abstract":"This study examines the relationship between public school funding and key educational outcomes across California, Texas, and Alabama. Funding is a critical factor shaping educational opportunity, influencing expenditure per student, enrollment trends, and district academic performance. Despite billions invested annually by federal and state governments, significant disparities remain, leaving many students with limited access to high-quality instruction, resources, and support services. Using a quantitative, cross-sectional design, the research applies correlation and regression analyses to measure whether statistically significant relationships exist between expenditure per student and educational outcomes. The unit of analysis is public schools, selected from districts representing diverse demographics and funding models. The study is grounded in Bourdieu's theory of social reproduction, which frames school funding as a form of economic capital that perpetuates social inequalities. Findings are expected to clarify how funding disparities impact equity, providing insights for policymakers seeking reforms to promote fairer and more effective allocation of educational resources.","abstract_html":"This study examines the relationship between public school funding and key educational outcomes across California, Texas, and Alabama. Funding is a critical factor shaping educational opportunity, influencing expenditure per student, enrollment trends, and district academic performance. Despite billions invested annually by federal and state governments, significant disparities remain, leaving many students with limited access to high-quality instruction, resources, and support services. Using a quantitative, cross-sectional design, the research applies correlation and regression analyses to measure whether statistically significant relationships exist between expenditure per student and educational outcomes. The unit of analysis is public schools, selected from districts representing diverse demographics and funding models. The study is grounded in Bourdieu's theory of social reproduction, which frames school funding as a form of economic capital that perpetuates social inequalities. Findings are expected to clarify how funding disparities impact equity, providing insights for policymakers seeking reforms to promote fairer and more effective allocation of educational resources.","abstract_has_math":false,"creators":["Laurent-Rice, Maria Chantale"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Sun, Jingping","Webb, Alan","Alexander, L. 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