Abstract
This dissertation conducts a historical case study to investigate the educational trajectories of Alamo Heights Independent School District (AHISD) and San Antonio Independent
School District (SAISD) in San Antonio, Texas, from the 2018-2019 to the 2023-2024
school years. The study explores five key research questions: how federal and state money
influenced and allocated before, during, and after the COVID-19 pandemic, and how this
impacted student enrollment, funding, and learning gaps. Using an inductive, historical
methodology, the research compares the contrasting districts as representative units,
drawing on various data sources for a comprehensive analysis. The primary objective is to
unravel the factors shaping student outcomes and provide valuable insights for educational
policymakers, administrators, and researchers. The study aims to inform evidence-based
policies that demonstrate how funding can contribute to a more inclusive and equitable
educational setting. While the study is geographically limited, its findings hold broader
implications for educational equity discourse. However, it acknowledges data availability
and accuracy limitations. This dissertation seeks to enhance the ongoing dialogue on
educational disparities and provide evidence-based perspectives for policy formulation.
Keywords: Comparative Case Study, Education Disparities, Student Enrollment, Funding
Allocation, Learning Gaps, Covid-19 Impact, Educational Equity.