Cary, Michael2011-01-312011-01-312010-12https://hdl.handle.net/11299/99482University of Minnesota Ed.D. dissertation. December 2010. Major: Educational Policy and Administration. Advisor: Dr. Frank Guldbrandsen. 1 computer file (PDF); viii, 113 pages, appendices A-B.Legislative mandates for improving student achievement under the No Child Left Behind Act have increased the need for student assessment, curriculum development and staff development in public schools. In order to meet these demands, schools must have the capacity necessary for improvement. Minnesota's small districts and their schools face resource inequities due to higher per-pupil costs for programs due to economies of scale and a linear funding system that assumes equal cost per student. These inequities result in differential access to assessment, curriculum development and staff development specialists based upon the size of school districts within Minnesota. Identification of these differences may serve as a foundation upon which to discern the impacts, if any, upon district ability to meet federal expectations for student achievement.en-USAssessmentCurriculum developmentMinnesotaSchool financeSmall schoolsStaff development achievementEducational Policy and AdministrationThesis or Dissertation