The ex post facto study was conducted following a quasi-experimental design. Both the control group and the treatment group took the local assessments, PSAT, and the SAT. The control group was taught using a traditional Algebra II curricula for two units of study. The treatment and control groups were taught the same two units: systems of equations and quadratic equations. However, Culturally Relevant Teaching was utilized as an intervention for the treatment group. During January, February, and March, students were presented with 50-minute lessons covering a system of equations and quadratic functions. There were approximately 10 lessons for each unit of study. At the end of each unit, both the experimental and control group took a unit assessment. This study aimed to look at the influence of Culturally Relevant Teaching on students' academic performance. In addition, the study looked to add to a limited body of research on the effects of Culturally Relevant Teaching on the performance of African American students. After three months of using CRT, the data showed no statistical significance between the control and treatment groups. Additionally, there was no statistical significance between male and female students on any of the assessments. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]