This mixed methods study analyzed school resource allocation patterns of a single Hawaii school complex with four elementary schools, one intermediate school, and one high school in the Leeward district on Oahu. This study aimed to determine whether the sample complex's resources could be reallocated using the Evidence-based Model as a comparative framework to increase efficiency and better support student achievement. The complex's current resource allocation patterns and those patterns recommended by the Evidence-based Model were analyzed conducting a Gap analysis to measure the differences between. This study's findings revealed that the sample complex is understaffed in comparison to the Evidence-based Model. Particularly the complex lacks core teachers, instructional coaches, and support for struggling students. Recommendations offered proposals including explanations to accomplish tradeoffs and other possible organizational changes to assist in closing the gaps without additional resource allocation. Several positive gaps were discovered where the sample complex allocates more positions than the Evidence-based model recommends. Positive gaps present an opportunity to reallocate resources without the need of additional funding. This study's proposed recommendations would allow for closer alignment of the sample complex's resource allocations with those suggested by the Evidence-based Model. [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.]