Relationship between Education Funding Allocation and Academic Achievement Disparities

Abstract

Purpose: The aim of the study was to assess the relationship between education funding allocation and academic achievement disparities.

Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.

Findings: Several studies have delved into the relationship between education funding allocation and academic achievement disparities, revealing multifaceted dynamics. Generally, findings suggest that disparities in academic achievement are closely tied to funding discrepancies across schools. Schools in low-income areas tend to receive less funding compared to their affluent counterparts, perpetuating unequal access to resources such as quality teachers, instructional materials, and extracurricular activities. This resource gap significantly impacts student outcomes, with students from wealthier districts often outperforming those from poorer districts. However, the relationship between funding and academic achievement is not solely determined by the amount of money allocated; rather, how funds are distributed and utilized plays a critical role. Efficient allocation strategies, such as targeted interventions and support for disadvantaged students, can mitigate some of these disparities.

Implications to Theory, Practice and Policy:  Resource dependence theory, social reproduction theory and institutional theory may be use to anchor future studies on assessing the relationship between education funding allocation and academic achievement disparities. Implement randomized controlled trials or quasi-experimental designs to evaluate the effectiveness of specific funding interventions, such as targeted resource allocation or supplemental programs, in addressing academic achievement disparities. Advocate for the enactment of policies that prioritize equitable funding distribution and address systemic inequities in education funding formulas.