This mixed-method study explored the culturally responsive practices of a midsized, Southern California school district that used Expanded Learning Opportunities Program (ELOP) state funding to implement a voluntary summer program accessible to TK--6 grade students district-wide. Qualitative data gathered from semistructured interviews with the principal on special assignment (POSA), three upper-grade summer school teachers, and three school outreach liaisons (SOLs) highlighted the culturally responsive practices of the school district to address student and family needs, focusing specifically on English learners (ELs). Quantitative data from the school district examined included the summative test scores for EL students in Grades 4--6. Although EL summer school students did not score significantly higher than EL students who did not attend summer school, the findings demonstrated EL students increased their scaled scores in English language arts (ELA), math, and English Language Proficiency Assessments for California (ELPAC). A promising finding was the significant change in scores from before to after the summer school program for EL students. Although the study demonstrated funding alone did not address educational inequity as seen in test scores, the qualitative data highlighted powerful educational practices to help address the needs of students and families. Thus, the culturally responsive design features and practices of the summer school program are an initial start to supporting EL students and shifting the education system toward equity. [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.]