This qualitative multicase study was conducted in California's Central Valley. The purpose of this study was to understand how outside funding sources can be utilized to increase the math achievement for Central Valley students, especially Long-Term English Learners (LTELs). This study focused on the LTEL subgroup of English Learners (ELs) because this subgroup of students often experiences systemic inequities that contribute to them not being reclassified out of the EL designation. This study also examined how outside funding sources can be used to supplement the college and career readiness goals outlined in the school district's Local Control Accountability Plan (LCAP). This study sought to understand how school districts provide LTELs access to advanced math programs and not allow this group of students to fall victim to curricular tracking practices. Bourdieu's social reproduction theory (SRT) was the theoretical framework used for this study. The four tenets to SRT are: (1) social capital, (2) cultural capital, (3) habitus, and (4) the field (Luedke, 2020). This study investigated how school districts can invest in the social and cultural capital of LTELs and consequently increase the students' habitus in the educational field. Three Central Valley school districts participated in this study and each school district constituted a case. The following data were collected from each school district: LCAP document, three grant documents, and a semi-structured interview with an elite district administrator. This study's findings demonstrated that Central Valley school districts used grants and outside funding sources to promote innovative initiatives that challenged existing practices, created new systems of support, and engaged the community. Ultimately, these initiatives helped to meet students' needs and provided them with the experiences and resources needed to access postsecondary opportunities. This study revealed that these school districts sustained these initiatives by investing in the human capital of the organization and providing all students with access to specialized programs. This study provides an asset-based approach to describe how, with additional resources, Central Valley school districts can promote the success of all students despite the barriers that these school districts and communities face. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]