Award Date


Degree Type


Degree Name

Doctor of Education (EdD)


Educational Leadership

Number of Pages



The purpose of this study was to devise a model for funding Texas school districts in proportion to their varying at-risk student needs. The method employed was the development of a composite indicator--an index of need--based upon commonly accepted at-risk indicators. Advantages of an index include its objectivity and the fact that it can be constructed using commonly available statistics. Additionally, because it produces a recommended level of resource allocation predicated upon cumulative needs rather than student-or program-specific spending dictates, it fosters district-level control and authority over resources provided by the state and inhibits the student labeling and rigid program assignment characteristic of accountability measures tied to weighted funding mechanisms. A review of pertinent literature consistently identified economic disadvantage, minority status, limited- or no-English proficiency, achievement, mobility, and dropout rate as potential indicators of the degree to which students might be determined to be at-risk. This study found a strong correlation between at-risk designations as determined by the index and as determined by the state of Texas.


Allocation Development; Districts resource; Funding; Implications; Index; Resource Allocation; Risk; School; School Districts; State; Texas; Funding; Resource Allocation; School Districts

Controlled Subject

School management and organization; Education--Finance

File Format


File Size

3563.52 KB

Degree Grantor

University of Nevada, Las Vegas




If you are the rightful copyright holder of this dissertation or thesis and wish to have the full text removed from Digital Scholarship@UNLV, please submit a request to and include clear identification of the work, preferably with URL.


IN COPYRIGHT. For more information about this rights statement, please visit