Causal factors such as peer pressure and socioeconomic status have been linked to African Americans dropping out of high school. Little research has been done to examine the impact school funding inequity has on African Americans dropping out of a high school. In response, this quantitative research study examined the association between school funding and when an African American dropped out of high school. The results can be used to make an argument for increased funding in high-poverty schools. The theoretical framework that underpinned this research study was equity theory. The quantitative research study explored the association between funding and when an African American dropped out of a Red Clay School District high school. Publicly available archival data from 2015-2020 were used from the State of Delaware's Department of Education website. Data were analyzed using a Pearson correlation in SPSS. All of the relevant cases in the dataset were used in the study. The results of the study indicated there was a correlation between student dropout and school funding in the Red Clay School District, which provided insight on the role of school funding consistent with the literature. The study revealed that the problem of student dropout may be associated with inadequate school funding. The findings can be used to help promote positive social change as public policy developers re-examine policies and practices on school funding in high poverty schools. [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.]