This study's purpose was to explore the premise that increasing state support for elementary/secondary schools increases equal student access to educational opportunity. Following a brief overview of the background of the problem, including a description of the so-called "Minnesota Miracle" or Omnibus Tax Law of 1971 with its provisions for property tax relief and increased state educational aid, the authors further define the question under investigation and describe the study's limitations. The next section summarizes the design of the study in terms of population and sampling, sources of data, and treatment of data. Having drawn 10 random samples of independent Minnesota school districts for each year from 1969-70 to 1977-78 in order to monitor the impact of the 1970-71 Minnesota school finance reform, the authors collected and analyzed data descriptive of the service capability of three program aggregates (kindergarten, grades 1-6, and grades 7-12), and five subject areas (English, mathematics, foreign language, natural science, and social science). Results, as indicated in five tables, generally support the hypothesis that an increased percent of the state share of funding increases equal access to educational opportunity. (JBM)