| One of the most significant developments in American education over the past several years has been the renewed focus on funding equity and adequacy between high and low wealth school districts (Slavin, 1994). Recent court battles such as Edgewood IV and Orange West-Cove ISD v. Alanis have repeatedly determined that states are responsible for all education spending and that states, even when their funds are simply a minor supplement to local funds, should not allow one district to spend vastly more than another. Researchers differ in opinion on the link between a school district's wealth and how well students perform (Taylor, 1997; Smith, 2004; & Hanushek, 2002).;The study examined of high and low wealth districts' finance in Texas. All school districts in Texas were selected for this study. Wealth was determined by Chapter 41 and Chapter 42 status. Data were collected from the Texas Education Agency. The organizational factors of the study included: teacher to student ratio (class size), professional staff development expenditures, teacher salary, instructional expenditures, curriculum material expenditures, and administrative expenditures.;Quantitative data for the study were obtained from 2000--2001, 2001--2002, and 2002--2003 Academic Excellence Indicator System (AEIS) Reports. Additionally, interviews with ten superintendents from across the state of Texas were the means of collecting data for the qualitative component of the study. Descriptive statistics and comparison of means (ANOVA) were applied to examine organizational factors of high and low wealth school districts in Texas.;Quantitative and qualitative findings indicate that school wealth influences organizational factors related to student achievement. There were significant findings in the comparison of means with student achievement levels (math/reading), teacher salaries and class size. This suggested that school district wealth has an influence on organizational factors related to student achievement.;Results from the study were significant in that it provides valuable data to educational stakeholders in the understanding of the impact school wealth has on student success. This, in turn, influences student achievement and sound decision-making for improving the educational system in Texas. |
