Year of Publication



Martin School of Public Policy and Administration

Date Available


Degree Name

Master of Public Administration

Committee Chair

Dr. Ron Zimmer

Executive Summary

Historically, education funding policies in the United States have been responsible for aiding the disproportionate allocation of resources to public school districts. Illinois school districts in particular have struggled with providing their students with an adequate education. The Evidence-Based Funding (EBF) model was implemented with the intent to distribute funds based on need and ability to reach an adequacy target. This research analyzes how student test scores have changed since the inception of the EBF policy in Illinois. This data is analyzed in an ordinary least squares and interrupted time series model to show the impact and significance of this policy change. Ultimately, Illinois school districts have not seen much improvement in test scores since EBF was enacted, but there is still hope that over time school districts will see significant change as a result of this funding model.

Digital Object Identifier (DOI)



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