This dissertation examined the relationship between educational resources and student achievement in Illinois public schools. Illinois school districts were compared by type, size, and location. This study built on the premise that disparities exist in educational resources because of the state's reliance on property taxes to fund education. Instructional expenditures per pupil were examined in dollars and by percentage of total budget as well as by total expenditures per pupil. District composite scores on the 2011 Illinois Standards Achievement Test (ISAT) and the Prairie State Achievement Examination (PSAE) were utilized for measures of student achievement. Analysis of variance and Kruskal-Wallis tests revealed significant differences in instructional expenditure per pupil in dollars and total expenditure per pupil among districts when compared by size, type, and location. Significant differences were also found in instructional expenditure per pupil by percentage of total district budget among school districts when compared by type and location. The logistic and multiple regressions identified district and student factors that predicted whether 85% of students in a school district met or exceeded expectations for the composite score on the 2011 ISAT and PSAE. The findings of this study advocate for effective allocation of educational resources because school finance policies in Illinois have continued to benefit some districts while disadvantaging others, affecting economically disadvantaged and racial/minority students the most. [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.]