This study applies the Gap Analysis Framework to understand the gaps that exist in human resource allocation of one Southern California school district. Once identified, gaps are closed with the reallocation of human resources, according to the Evidenced Based Model, requiring the re-purposing of core classroom teachers, specialists, special education staff and instructional aides. Thus, the purpose of this study was to examine strategies for human resource reallocation that can be done throughout individual schools in the school district to improve student achievement in a Basic Aid district in Southern California. Using a formative evaluation qualitative research design in the form of document analysis, interviews, observations and human resource allocation simulations, the study found that the district could meet organizational goals and raise student achievement by raising class sizes by two students and reallocating special education aides. Findings from this study indicate that school districts receiving more funding than the California revenue limit still can reallocate resources in ways research suggests will improve student achievement. This study builds on the adequacy research that links human resource allocation to student achievement. Additionally, this study provides a framework for conversations within districts as to how to allocate personnel and across the state as to how schools should be funded to meet the needs of all students. [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.]