Abstract The purpose of this qualitative analysis utilizing a hierarchical multiple regression analysis and a one-way analysis of covariance (ANCOVA) was to investigate whether the allocation of Title I monies affect the academic achievement of students attending Title I schools in Southwest Oklahoma. This investigation analyzed standardized test scores of Title I and non-Title I sixth through eighth graders in the areas of reading and math from 2009-2012. Data were mined from existing school financial and testing archives. Four questions framed this study: What are the trends and relationship between Title I expenditures and middle school reading and math achievement, controlling for overall expenditures, gender, special education, and socioeconomic status, and are there differences in reading and math achievement between students in Title I schools and non-Title schools, controlling for overall expenditures, gender, special education, and socioeconomic status. The results in a partial correlation indicated no significant association between expenditures and reading and math achievement. The further hierarchical analysis found no effect on Title I expenditures when controlling for overall expenditures, gender, special education, and socioeconomic status. The results of the ANCOVA analysis comparing Title I and non-Title I schools were similar and revealed no significant difference in math and reading achievement score between Title I and non-Title I schools. These findings conclude Title I funding does allow for the equalization of Title I schools compared to Non-Title I schools in the district.