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. [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.]