Higher levels of student achievement are required to meet the needs of a changing workforce. The effect increases in education spending have on student learning gains among algebra students in Florida was unknown. Most research on per-pupil funding and student achievement is qualitative and measures opinions on the long-term effects of increased funding. The purpose of this quantitative study was to expand the scope of the literature and determine whether there was a statistically significant relationship between per-pupil funding and student achievement. This study was based on the theory of motivation and social learning theory. The data showed a statistically significant relationship between per-pupil funding and student achievement. A causal-comparative design evaluated the differences in performance between higher- and lower-funded students on the Florida Algebra 1 End of Course exam. The scores of 197,523 students were used to measure student achievement. Data from the Florida Department of Education provided funding information for counties in Florida. Data were analyzed in Excel for statistical significance. The study's findings showed a statistically significant difference exists between higher and lower-funded students on Florida Algebra I EOC exams. The results suggest that educational leaders should closely examine where per-pupil funding can be spent to achieve the best results for student achievement. Educational leaders can use this information to improve student achievement. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]