Cameron, Mary L.2011-08-032011-08-032011-06https://hdl.handle.net/11299/110069University of Minnesota Ed.D. dissertation. June 2011. Major: Educational Policy and Administration. Advisors: Frank Guldbrandsen, Ph.D., Randy Hyman, Ph.D. 1 computer file (PDF); xi, 128 pages, appendices A-B.The failure to educate all children and the need to close the academic achievement gap that exists between students of color and White students continues to be a top priority of policy makers. The purpose of this study was to examine the extent to which components of Critical Race Theory (CRT) influence practice in the public school setting regarding requirements of the reauthorized Elementary and Secondary Education Act (ESEA) also known as the No Child Left Behind (NCLB) Act of 2001. A quantitative research methodology was used to examine this question. Four hundred (400) Minnesota public school educators were selected to respond to a survey designed to assess the extent of their understanding of CRT and the requirement of NCLB. Through a comprehensive review of Critical Race Theory (CRT), the study examined No Child Left Behind (NCLB) requirements through the lens of CRT. At the very core of NCLB is the goal of ensuring that all students have a fair, and equal opportunity in obtaining a high quality education and reach proficiency level on state academic achievement standards and academic assessments. CRT has sought to create equal educational opportunities for all children. According to CRT one way to ensure that all students perform at a proficiency level or higher is for schools and educators to commit to developing curriculum and programs that acknowledge the multiple strengths that each child brings into the classroom. CRT further asserts that race and culture do matter and both are important components to be considered when educating students of color.en-USEducational Policy and AdministrationThesis or Dissertation