As pressure increases to ensure that limited resources are utilized as effectively as possible, funding adequacy remains a priority for all California public schools. The research was conducted through a multi-methods approach of principal interviews, site level resource allocation data, and overall student achievement on state assessments. The study compares school-level resource allocations with the Evidence-based adequacy model and instructional improvement strategies of the five case studies are compared to research based strategies proven to double student performance to generate five case studies. An analysis of each school applied the Ten Strategies for Doubling Student Performance (Odden, 2009) and the Evidence-based model (EBM)(Odden & Picus, 2008). A complete review of the literature included 1) research-based school improvement strategies, 2) allocation and the use of human resources, 3) limited resources and fiscal constraints in California, and 4) performance gap analysis. The findings indicate fewer site level resources than recommended by the EBM as well as applications of Odden's (2009) strategies. Several insights emerged from this research to support high implementations of: a) grade-level collaboration, b) data-based decision making, and c) additional support for struggling students despite budgetary changes in order to improve student learning. Thus, the other seven strategies were at the moderate or low levels of implementation across schools in the study. The majority of schools were found to retain fewer resources than recommended by the EBM; organizational gaps existed across study schools. To close gaps, the researcher recommended that the schools hire specialist teachers and support personnel, share upper-elementary materials, hire more core teachers to reduce class sizes, and implement technology specialist to support technology infrastructure for impending Common Core standards and curriculum. This study contributes to the body of research on personnel resource allocation strategies in urban California districts and schools. The researcher hopes to provide proven examples of success that can inform similar districts and schools, practitioners, stakeholders, and other researchers. [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.]