Culturally responsive teaching (CRT) is a student-based teaching practice that uses the students' customs, characteristics, experiences, and perspectives as tools to create a supportive classroom environment. This study will create a comprehensive database of the various approaches to CRT practice implementation throughout LAUSD elementary school curriculums. There are two questions that this study hopes to answer, the first: What can the findings of a detailed analysis of LAUSD elementary school websites uncover about their respective implementations of Culturally Responsive Teaching practices? The second: Can a significant correlation be found between the inclusion of CRT practices in elementary school classrooms and higher rates of academic success of the students in those classrooms? The data collection process, completed for each of the 400+ LAUSD elementary schools, examines student population racial composition, the percentage of students on free/reduced fee lunch programs, school size, whether the school claims to implement CRT practices into their curriculum, the methods for CRT practice implementation, the accessibility of CRT information on their school website, and academic achievement trends of the students both before and following the proposed CRT practice implementation. This study aims to bridge the gaps between the theory of CRT practices and its application.
