In an era of globalized education policy, the problems of equitably funding public schools have universal relevance. Critical Resource Theory (CReT), a conceptual extension of Critical Theory (CT), uses data generated from quantitative analyses of public funding to inform policy and produce more equitable resources and outcomes for low-wealth communities. Authors illustrate CReT's conceptual antecedents and apply a CReT lens to two case studies. One describes two inequitably resourced urban schools within the same school district, and the second examines how experimentally adjusting one state's school funding formula's variables can mean more state monies for low-wealth communities' schools. Although this paper addresses education finance, CReT's conceptual lens is applicable to other public funding policies.