Abstract

Political redistricting is a central mechanism shaping political representation and policy outcomes in the United States. While much research has examined the electoral consequences of partisan gerrymandering, less attention has been paid to how different redistricting systems may influence the allocation of resources. This study investigates whether there are statistical differences in public school funding outcomes across redistricting institutions. Specifically, it compares district-level per-pupil public school funding in Michigan, which employs an independent redistricting commission, and North Carolina, where legislative district boundaries are drawn by the state legislature. Using a mixed-methods research design, this study combines institutional analysis of each state’s redistricting process and the policy outcomes of this process with a quantitative analysis of district-level funding data. An independent samples t-test is used to assess whether there is a significant difference in the average per pupil funding between the two states. By linking redistricting systems to public education funding outcomes, this study contributes to ongoing conversations about democratic representation, institutional design, and equitable access to resources. The findings highlight the potential policy implications of redistricting systems beyond electoral outcomes, suggesting that the mechanisms used to draw district boundaries may have meaningful consequences for the allocation of education funding.

Advisor

Vallejo, Erika

Department

Political Science

Disciplines

American Politics

Publication Date

2026

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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© Copyright 2026 Claire Elizabeth Goodwin-Kelly