Semester Award Granted

Summer 2025

Submission Date

July 2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Thesis/Dissertation Advisor [Chair]

Daniel Reyes-Guerra

Abstract

This dissertation examines the equity effects of Title I funding on student achievement in Broward County Public Schools, one of the largest school districts in the United States. Title I, established under the Elementary and Secondary Education Act (ESEA) of 1965, aims to address educational disparities by providing financial resources to schools that serve economically disadvantaged students. Despite over five decades of federal intervention, significant achievement gaps persist, particularly among marginalized populations. This study investigates the effectiveness of Title I funding in improving student outcomes in English Language Arts (ELA) and Mathematics during the period 2016–2020.

Using a quantitative research design, this study analyzes data from Title I and non-Title I schools to determine the relationship between funding levels and student performance. The analysis incorporates multiple regression and hierarchical linear modeling (multiple regression) to explore the moderating effects of student demographics (e.g., race, gender, socioeconomic status) and school-level factors (e.g., location, chronic absenteeism). Results from this study contribute to understanding how federal funding influences educational equity and identify conditions that optimize its impact status) and school-level factors (e.g., location, chronic absenteeism). Results from this study contribute to understanding how federal funding influences educational equity and identify conditions that optimize its impact.

The findings reveal that while Title I funding provides critical resources, its effectiveness is influenced by contextual factors such as demographic characteristics and school-level variables. This study underscores the need for targeted interventions and strategic resource allocation to maximize the benefits of federal funding. The implications of this research inform policymakers, educators, and stakeholders about best practices for reducing achievement gaps and promoting educational success and equity. By focusing on Broward County Public Schools, this research offers insights into the challenges and opportunities for reform in large, diverse districts. It contributes to the broader discourse on equity in education, emphasizing the importance of sustained, data-driven approaches to addressing systemic disparities in student achievement.

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