Rashid, MamunurRafiuzzaman, Sayra Binti2024-08-252024-08-25©20242024-02ID 18357064http://hdl.handle.net/10361/23896Cataloged from PDF version of thesis.Includes bibliographical references (pages 65-68).This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Education degree in Educational Leadership and School Improvement, 2024.This thesis examines the relationship between academic achievement and government-allocated resources in New York's Jericho and Hempstead school districts, highlighting disparities in funding and their impact on student outcomes. Focusing on the significant financial gaps between districts, it explores how these disparities affect educational opportunities and academic achievements. The study utilizes Department of Education data and surveys to analyze the effects of resource allocation on educational equity and academic achievement. Findings underscore the importance of equitable funding in enhancing educational outcomes, especially for students from diverse demographics, including but not limited to racial, ethnic, and socio-economic backgrounds. By comparing two distinct districts that are in close proximity to each other, this research contributes to the discourse on educational equity, emphasizing the need for fair resource distribution to ensure all students have access to quality education.78 pagesenBrac University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.Academic outcomeGovernment-allocated resourcesResource allocationJericho Union Free School DistrictHempstead Union Free School DistrictPublic schoolAcademic achievement.School improvement programs.Government aid to education.Educational equalization.Thesis