School district administrators are required to manage educational outcomes while overseeing tight budgets. Every dollar must be accounted for and serve a student-based purpose. Therefore, the purpose of this mixed-methods research study was to examine whether classroom response systems (CRS) had an effect on the academic performance of grade ten students. The participants in this study were students in a suburban/rural school district. These students were classified into two different groups. The control group consisted of students who did not use CRS in their instruction. The experiment group consisted of students who did use CRS in their instruction. Student test scores from a year-end assessment from these two groups were then analyzed. Focus group interviews were also conducted with school-level administrators. The purpose of these interviews was to determine whether administrator perceptions had any effect on the use of technology in the classroom. Qualitative data collected from these interviews were compiled and analyzed. Trends were then detected and described. The results of the analysis of the quantitative and qualitative revealed that there was no statistically meaningful difference between the groups of students who did use CRS and those who did not. The analysis further revealed that the use of CRS did not lead to any meaningful statistical difference between students who scored in the different performance levels of Advanced, Proficient, Basic, or Minimal. The qualitative data revealed that school administrators also felt that the use of CRS would have little impact on student achievement. According to the results of this study, the use of CRS makes no impact on student achievement. [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/en-US/products/dissertations/individuals.shtml.]