Introduction Education marks the kingpin of the economy of any nation. This marks the tool through which a nation can sustain its economic and technological edge on the international platform. However, studies have pointed out great disparities in performance, especially in the international tests. This leaves several questions to be answered. What makes one country outperform another in certain areas? What roles can the government funding play to ensure that its citizens perform well in international tests? Many studies have been conducted in order to identify answers to the above questions. Many of them have aimed at portraying that teachers’ competence and the students’ economic status play an important role in the performance of the standards. However, attaining this calls for adequate funding. Accordingly, this paper seeks to identify the relationship between funding and the student’s performance on the international standardized test scores. Education Funding The topic of governmental funding in relation to the education standards on the international platform has been examined greatly. Tyre (2007), Edwards (2006), Gropman (2008), Hama (2007) and several other researchers have all pointed out that a nation’s performance on the international standardized tests is greatly implicated by the government’s funding on the education system. However, this view has not been echoed by all studies. Bogle (2003, par. 8) argues that funding has no implication on the performance of students on the tests. What an education system needs is good systems founded on good socialist approaches that will guarantee interests of the working class. Another theme that seems to run through these studies is the role of international standardized test scores and the competitiveness on the international job market. These studies point out that good performance on these tests simply reflects the country’s future in terms of economy and technology. These researchers argue that it is important that the United States government and other sponsoring bodies engage in financing of such tests so that the level of American education can be gauged and its weight measured against other developed countries (Tyre, 2003, par. 6; National Academies Press, 2003, p. 73). However, the main purpose of this paper was to ascertain whether additional funding would positively affect the performance of students. Several studies tend to hypothesize that funding is very fundamental part of excellent performance. The National Academies Press (2003, p. 73) argues that the standard of performance increases with increased funding. These suppositions are echoed by Joined Taskforce on Basic Education who also point out that increased funding was a prerequisite for exemplary performance. However, does exemplary performance on the international standardized test scores have any implication on the economy? The answer is yes. The competitive edge of the American youth purely depends upon their performance on the international tests (FRBSF, 2008, p. 2). This shows that most of the studies found out that education in the United States has greatly deteriorated due to lack of funding. This hypothesis has also been tested to show