Date of Award

7-1-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

College

College of Education and Social Sciences

First Advisor

Lee Hunter

Second Advisor

Ivy Palmer

Third Advisor

Erin Burt

Abstract

This mixed methods case study investigates how Title I funds are allocated and perceived in relation to student achievement in six rural elementary schools in the southeastern United States. Drawing on the Distributive Justice Theory by John Rawls, the study explored the perspectives of three principals and three instructional coaches regarding the effectiveness of Title I expenditures in improving outcomes for economically disadvantaged students. Quantitative data from school report cards (2019-2023), Title I expenditure plans, and SC-Ready English Language Arts assessment scores were analyzed alongside qualitative data from semi-structured interviews about the expenditures.

Findings revealed that expenditures most strongly associated with improved student outcomes including hiring interventionists, supporting professional learning communities (PLCSs), providing targeted professional development, and increasing parental engagement. Participants emphasized the importance of data-driven decision-making, consistent implementation of interventions, and collaborative planning. The study contributes to the limited body of research on effective Title I spending, while offering practical guidance for school leaders seeking to maximize the impact of federal funding on student achievement.

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