This study analyzed school funding and its relationship with selected student and teacher factors of high schools in the Southeastern Region of South Carolina. The student factors included the dropout rate, class size, academic achievement, and graduation rate. Also, examined teacher factors consisted of teacher retention, teachers with advanced degrees, and teacher salary. The Review of the Literature of this study examined the process of funding public education on the federal, state, and local levels. Money for public schools does not flow directly to the schools. However, local and state dollars, as well as some federal funds, are distributed to districts, which then hire staff, build and maintain schools, and buy supplies (Chingos & Blagg, 2017). The study designed to examine the magnitude of the relationship between school funding and selected student and teacher factors using Pearson Correlation. The research study utilized data from the website of the South Carolina Department of Education. The data consisted of selected student and teacher factors. This research study examined school funding and student and teacher factor data from 55 high schools in 30 school districts from 18 different counties in the state of South Carolina. The research study examined seven hypotheses using Pearson Correlation. Five of the seven hypotheses examined in this research study were retained at the p < 0.05 level of significance. Two of the seven hypotheses that were rejected included a relationship between school funding and class size as well as between school funding and academic achievement. As school funding increased, class size and academic achievement decreased. Both hypotheses had a negative correlation coefficient. The summary of this study included the findings, conclusions, and recommendations. Class size reduction initiatives were found to be too costly because they require allocations of resources that extend beyond the learning environment of the targeted classrooms (Brewer, Krop, Gill, & Reichardt, 1999). According to Hanushek (2016), there was little to no correlation between academic performance and school funding; however, other researchers (Lafortune, Rothstein, & Schanzenbach, 2016; Monroe-Lax & Ko, 2017) believed otherwise. Darling-Hammond and Sykes (2003) stated that national teacher programs should be modeled after the medical workforce efforts which have supplied doctors in high-need communities to ease shortages in specific health fields. Districts that vary in salary based on experience had more steps on the salary schedule for teachers with master's degrees, thus requiring further education to continue earning increases in salary for experience (Nittler, 2018). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]