This study investigates the relationship between the academic achievement of all students and inadequate funding for English language learners in Colorado school districts. Several stochastic frontier analysis models were used in lieu of traditional production functions in order to achieve clearer estimates. The analyses detected only a few effects. Results suggest limited funding eventually has a small impact over time (i.e., districts with greater shortfalls will see declining achievement over time). These results may add insight to "the achievement gap"--in the face of inadequate resources for ELL students, school districts may be shortchanging other various targeted populations by using federal dollars to supplant state obligations and state dollars. [Paper presented at the Annual Meeting of the American Education Research Association (Vancouver, British Columbia, Canada, Apr 2012).]