A research allocation formula employed in London, Ontario elementary schools, as well as supporting data on the method, are provided in this report. Attempts to improve on the traditional methods of resource allocation in London's schools were based on two principles: (1) that need for a particular service could and should be determined empirically; and (2) that need must ultimately be defined in terms of student characteristics. A ten-step Resource Allocation Formula (RAF) based on these principles was developed and used for the allocation of Learning Resource Teachers (LRTs). (The LRTs' basic roles are to provide remedial help to students having difficulty with language and/or math, and to provide enrichment programming for gifted and talented students.) Use of RAF led to some significant shifts in the deployment of LRTs. Also the extent and pattern of need as determined by the RAF remained fairly stable over a two or three year period. This general method could be applied to the allocation of resources of various kinds, and any formula would be modified readily in terms of both the indicators of need and the weights attached to them. Materials contained in the report explain the allocation formula and how it was used to determine each school's share of LRTs in London. Also provided are data concerning the method's stability. (CMG)