Despite the raise in per-pupil expenditures, the achievement gap between economically advantaged and disadvantaged students continues to increase. Education proponents are scrambling to understand the complexities of local school funding. The No Child Left behind deadline stipulated that all students must be proficient in language arts and mathematics by 2014. The constructivist theory served as the conceptual framework for the study. Performance data were obtained from the State of New Jersey Department of Education and the United States Department of Education. This quantitative study determined whether a significant relationship exists between the allocation of fiscal resources and students' test scores. Improvement District Survey data were obtained from the New Jersey school district. District test results for Grades 6, 7, and 8 in language arts and mathematics from the 2011-2012 school year were used. Multiple linear regression analysis revealed no significant relationship between the allocation of fiscal resources and student achievement other than a significant relationship (25%) between mathematics achievement and educational media services/school library. The Improvement District Survey results revealed that the New Jersey district is capable of aligning their improvement efforts with the barriers and challenges of teachers. These findings have implications for positive social change for education officials by informing their allocation of fiscal resources. This informed approach will support increased student achievement and will add to the current research of allocation patterns and student performance.