AN EXAMINATION OF INTRADISTRICT RESOURCE EQUITY AMONG URBAN OKLAHOMA HIGH SCHOOLS

Abstract

The purpose of this quantitative study was to inform local practices in the state of Oklahoma regarding the equitable allocation of resources within school districts by examining the relationship between student per-pupil expenditures at high schools located in an urban district and student outcomes. Significant efforts, both legal and academic, have been disbursed on ensuring school districts receive adequate funding from the State; however, limited examination has been performed – both nationally and within the state of Oklahoma - regarding how districts distribute these resources to their constituent schools once the funds are received from the State. This study presented evidence that inadequately resourced schools, especially those serving higher populations of students with specialized needs such as special education students, children from low socio-economic backgrounds, English learners, and minorities, produce inequitable student outcomes. The focus of the study on urban high schools ensured a diverse sample of students from these high-need backgrounds, yielding results that are more broadly applicable in less diverse school districts than the reverse scenario. This quantitative analysis examined the variance between per-pupil expenditures, teachers and staff quality, and student outcomes across the high schools. This study contributes to the existing body of literature regarding intradistrict resource equity and offers valuable insights for enhancing educational practices within Oklahoma by identifying and closing resource equity gaps within school districts.