This study applied the Evidence-Based Model (Odden & Picus, 2008) as a framework for determining how district leadership could potentially reallocate human resources to maximize the opportunity for student achievement, relying heavily on the ten strategies for doubling student performance (Odden, 2009; Odden & Archibald, 2009) and the "Big Three" guiding resource strategies (Miles & Frank, 2008) to determine which strategies effective districts use to improve student achievement. The purpose of the study was to provide research-based suggestions for how District A can reallocate human resources to increase student achievement without spending additional money. This study was conducted using qualitative formative evaluation research methods, including the triangulation of multiple data sources--observation, interviews, and document analysis. Findings from this study indicate that while most of District A's human resource allocations were far below those suggested by the EBM, the district had high implementation of many of Odden's (2009) strategies for doubling student performance, particularly those tied to effective leadership and teacher quality. It was suggested that the district reallocate resources from special education aides and school psychologists to fund additional TOSAs in professional development, as well as specialist teachers to provide release time for core teachers to engage in collaborative planning and professional development. This study provides information to help administrators prioritize their human resources and remain committed to implementing the strategies that give students the best chance of succeeding. [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.]