This qualitative phenomenological research explored how administrators perceive Local Control Funding Formula (LCFF) resources and their influence on African American student achievement. The central phenomenon was the role of district office administrators in determining LCFF resource allocations. A nonrandom recruitment selection of 10 public-school transitional kindergarten through Grade 12 district employees in a southern California county from seven districts with African American student populations of 8% or higher participated in the study. The district administrators who participated in semistructured interviews were superintendents, assistant superintendents, and directors. Seven themes emerged from the collected and analyzed data: (a) African American students indirectly addressed by LCFF, (b) African American achievement indirectly impacted by LCFF, (c) LCFF statutory regulations: intentional policy and practice, (d) LCFF metrics to determine effective versus ineffective expenditures, (e) LCFF resource allocation methodology, (f) LCFF voice: advocacy and stakeholder engagement, and (g) culturally responsive school leadership. Districts have flexibility with LCFF to allocate resources to meet local needs and address disparities and inequities that impact historically underperforming student groups. In order to understand how to eradicate the persistent underperformance by African American students, this study looks at the perspective of those who have the LCFF decision-making power to allocate resources in districts. v Dedication This dissertation is dedicated to all of the extraordinary family members in my life who have challenged, motivated, and shaped me to be the person I am today. This journey would have been a dream, but now it is a reality! "The race is not given to the swift nor strong, but he who endures until the end" (Ecclesiastes 9:11). My dear husband,, provided me with unconditional prayers, love, support, and encouragement to pursue my goals. We truly are a team and have conquered this endeavor together. I also dedicate this dissertation to my girls, , whom I love to the moon and back. I thank them for being so patient with me, never complaining, checking to make sure that I was working on my dissertation, and being the best "study buddies" I could ever have. If they continue to stay strong in their faith, allow education to light their path, use their knowledge to do good for others, they will make a difference in this world.I am grateful to my parents, , for teaching me that God has more windows than doors, to be honest, to have integrity, and to live by Galatians 6:9: "And let us not be weary in well doing, for in due season we shall reap, if we faint not."To my nieces and nephews: They know that Auntie Robin loves all of them so much.May the path I have traveled provide them with lessons of perseverance, hope for tomorrow, and the audacity to turn their dreams into reality.