The focus of the study, a replicative meta-analysis, was to provide educators and policymakers with an analysis of extant data collected from current research, 1996 to pre-"Race to the Top" (RttP) and "American Recovery and Reinvestment Act" of 2009 (ARRA), concerning the question of whether or not a positive or negative effect relationship existed between school funding expenditures and standardized student achievement. The variables of focus were per-pupil expenditures, teacher ability, teacher education, teacher experience, teacher salary, class size, and school size. Upon final analysis, the variables of teacher experience and school size evidenced a significant positive effect size. The meta-analysis' impact was to provide an effect size analysis concerning expenditures and the impact upon student achievement, thus, influencing policy and future educational resource funding methodologies and practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]