This study involved an intradistrict equity audit of one mid-Atlantic school district using a Critical Resource Theory lens (Owings, Kaplan, & Whitfield, 2022). This study utilized publicly available school-level expenditure data to determine the allocation and distribution of resources to expose any existing disparities. We used Skrla, McKenzie, and Scheurich's (2009) three equity classifications of teacher quality equity, programmatic equity, and achievement equity in the audit. We examined the findings through an "a priori" lens, proposing differences between/among as "slight," "moderate," or "notable." To rate the differences in school funding as "slight," "moderate," or "notable," we created two per-pupil expenditure weighting groups based on Verstegen and Driscoll's (2008) suggested student category weighting recommendations. Findings revealed "slight," "moderate," or "notable" differences in allocation disparities, teacher quality, and an association between funding and academic achievement across the eleven elementary schools.