Given the historical trend in segregation across New York State that is profoundly and systematically rooted within the fabric of the state's education system, it is no surprise the education system had been viewed as having two separate systems, for example, Title I versus non-Title I. For non-Title I districts/schools, the average graduation outcome was 84% in SY 2017-18 compared to 69% for the study's selected Title I priority and focus districts/schools. In fact, the New York State Board of Regents had cited and charged its own education system as having a history of structural and institutional racism. What has become more evident is that most students attending low-performing Title I priority and focus districts/schools are non-whites. This qualitative grounded theory study investigated how educational administrators in the Northeast Region of the United States, in selected Title I priority and focus districts and schools utilize culturally responsive pedagogical practices to improve learning outcomes for marginalized students. Participants in the study consisted of eleven educational administrators comprising Superintendents, Assistant Superintendents, Principals, and Assistant Principals across NYSED identified districts/schools participating in the pilot integration grant. The researcher used semi-structured interviews conducted virtually on the secure Zoom platform to capture participants' perceptions, beliefs, decisions, and processes as described for addressing "within" and "between" segregation within their educational settings. The researcher considered and used grounded theory as the method of choice to "inductively build" a theory grounded from the perspectives of participants through their "space and world" (Lin, 2003; Merriam, 1998). The result of the study revealed that: 1) Educational administrators apply the CR-S framework to modify and assess curriculum development and instruction to improve the learning outcomes for Title I students. 2) Educational administrators utilize tenets of the CR-S framework to engage in progress monitoring and shared accountability to create learning outcomes for marginalized students. 3) Educational administrators engage in professional development using the CR-S framework to empower and promote adult and student-centered actions to build a path toward a culturally responsive learning environment. This study provides implications to district and school-level administrators, including researchers and policymakers, regarding the implementation of the CR-S framework to reinforce academic and social/emotional practices. Additionally, it provides possible suggestions for a post-COVID-19 pandemic environment where marginalized students could thrive. As a policy recommendation, school districts should embed the Culturally Responsive-Sustaining Education (CR-S) Framework as an evaluative metric within the New York State Education Department's (NYSED) annual performance and accountability report beginning in 2023-2024. Further research, utilizing a longitudinal study of K-12 could help to determine the impact of CR-S framework on specific academic learning outcomes in literacy and numeracy skills across three grade bands, K-5 (elementary school), 6-8 (middle school), and 9-12 (high school). [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]