This report investigates how administrative complexity in funding and personnel of American public school districts varies depending on local, state, and federal funding environments. The analyses are based on a data set integrated from several national data sources describing school districts in the 1970s. As hypothesized in the study, dependence on federal funding, which takes the form of complex and fragmented programs, generates more administrative positions and expenditures than do the other levels. State funding, which reflects legitimated and integrated state control over public education, creates the least administrative intensity. High levels of local funding, reflecting dependence on an environment that is complex but not highly formally organized, generates intermediate levels of administrative staffing and funding. Twenty-one references, an "Overview of Categorical Educational Programs" chart and five tables are appended. (21 (Author/CJH)