| A quantitative correlational study was conducted to examine the relationship between teachers' attitudes toward a constructivist learning environment (CLE) that reflected culturally responsive teaching (CRT) and economically disadvantaged (ED) African American students' achievement in Algebra I. This study took place at eleven high schools within six school districts across West and Middle Tennessee. After analyzing the data, there was not a statistically significant relationship between teachers' attitudes of a CLE that reflected CRT and ED African American students' Algebra I achievement. |
