Examining the Association Between Educational Spending in Well-Resourced School Districts and the Academic Performance of Hispanic Students in Low Socioeconomic Communities

Authors

• Alicia Cieszykowski, Northern Illinois UniversityFollow

Date of Degree

2026

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership, Educational Psychology, and Foundations (LEPF)

Director

Creed, Benjamin

Committee Members

Summers Kelly; Rosario-Moore, Alexios

Keywords

Educational Spending, Well-Resourced, Hispanic Student Performance, Low Socioeconomic Communities, Targeted Spending, Resource Allocation

Abstract

ABSTRACT

EXAMINING THE ASSOCIATION BETWEEN EDUCATIONAL SPENDING IN WELL-RESOURCED SCHOOL DISTRICTS AND THE ACADEMIC PERFORMANCE OF HISPANIC STUDENTS IN LOW SOCIOECONOMIC COMMUNITIES

Alicia Cieszykowski

Department of Leadership, Educational Psychology and Foundations

Northern Illinois University, 2026

Benjamin Creed, Director

This study examined the relationship between school district expenditure patterns and academic performance for Hispanic students in adequately funded Illinois school districts. Using a quantitative correlational design, the study explored whether overall spending levels and the allocation of financial resources were associated with Hispanic student achievement and Hispanic–White academic disparities in English Language Arts (ELA) and mathematics. The sample included Illinois Tier 4 districts identified through the state’s evidence-based funding (EBF) model, with district-level data drawn from the Illinois Report Card and Annual Financial Reports. Key variables included operating expenditure per pupil (OEPP) and disaggregated spending categories, including instructional, instructional support, and student support expenditures, with a focus on salaries and benefits. Academic performance was measured using proficiency rates on the Illinois Assessment of Readiness (IAR), and data were analyzed using Pearson correlations. Results indicated that overall spending levels were not significant predictors of Hispanic student achievement. However, allocation patterns demonstrated more meaningful relationships. Investments in instructional and student support personnel were positively associated with Hispanic student mathematics achievement, while several spending categories were also associated with larger Hispanic–White academic disparities. These findings suggest that in adequately funded districts, improving outcomes for Hispanic students requires more intentional, equity-focused resource allocation aligned with student needs.

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.

Recommended Citation

Cieszykowski, Alicia, "Examining the Association Between Educational Spending in Well-Resourced School Districts and the Academic Performance of Hispanic Students in Low Socioeconomic Communities" (2026). Dissertations of Practice. 131.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/131