This study considers the effectiveness of the Evidence-Based Adequacy model of school funding. In looking at the Evidence-Based Adequacy model for school funding, one researcher has been centrally associated with the development and study of this model. Allen Odden is currently a professor in the Department of Educational Leadership and Policy Analysis, School of Education, University of Wisconsin-Madison and has partnered with various researchers to develop the targets that are the basis of the Evidence-Based Adequacy model (Odden, 2008). Work that preceded his focus on the Evidence-Based Adequacy model included an analysis of the relative successfulness of school districts in implementing standards based curriculum in the mid-to-late 1990s (Odden & Clune, 1998). In this analysis, Odden and Clune noted that funding systems lack a logical tie to educational goals. They saw the level of state funding for education based upon supply and not demand. Availability of fiscal resources became the driving force guiding the funding of education when they argued that it should be logical, defendable targets.