This study investigated school districts in seven southern California counties to determine how districts in these counties leveraged their LCAP for technology-related expenses. The study also investigated if there were relationships in student performance in the CAASPP English Language Arts and Math assessment in the 6th grade. The study also investigated subgroups that are part of the unduplicated pupil count. The mixed-methods study utilized a qualitative phase to perform a content analysis to determine the extent to which districts leveraged their 2018-2019 LCAP for technology-related expenses. The quantitative phase used state tests and per-pupil spending data to determine relationships between spending and student achievement on the CAASPP ELA and Math assessment. The study's findings provide a view of the extent to which school districts leverage the 2018-2019 LCAP for technology-related spending. The study found disproportionate utilization of LCAP resources for technology-related expenditures, especially in technology-related professional development. Correlations were also used to determine relationships between the CAASPP ELA and Math assessment and per-pupil spending. The findings indicate that per-pupil spending negatively correlated to student achievement as measured in the CAASPP ELA and Math assessment. The findings also describe the relationship between student achievement measured in the CAASPP assessments and technology-related spending, controlling for unduplicated pupil count in different student subgroups. When controlling for unduplicated pupil count, the study suggests that technology-related expenditures served as significant predictors to the CAASPP ELA and Math assessment for certain subgroups. The study results provide school district leadership information in shaping their LCAP as it relates to technology-related resources. The study also suggests that the school districts still have room to grow their technology-related resources for students. The study findings can also provide district leadership and policymakers with further discussion on the effects of LCFF and LCAP. [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.]