The problem explored in this study addresses the disparity in math achievement outcomes for African American and Latinx students at Oak Hills Elementary School (pseudonym). Leading educational scholars have charged educational researchers to rethink how they discuss and examine achievement and invited them to frame achievement discourse through the lens of the educational debt owed to many underrepresented groups of students due to how they were poorly served by American educational systems and structures (Milner, 2013). This study used a critical participatory action research approach to uncover how math outcomes for African American and Latinx students can be improved. The school site for this study was a K-4 in Cincinnati, Ohio. A convergent mixed methods approach was followed in this study to provide detailed insight on what administrators and teachers deemed as effective in improving mathematical instruction, as well as quantifiable data that will explore proficiency and growth of African American and Latinx students compared to their White students' peers. Both quantitative and qualitative data were collected simultaneously and equally prioritized. Quantitative data showed that African American students underperformed on math benchmark and state assessments throughout all grade levels. Qualitative data showed that there were opportunity gaps that negatively impacted math performance of African American students, coupled with an absence of strong and positive relationships between teachers and African American students. Further, students' need for additional support and exposure to math concepts was noted, as was the need for ongoing professional learning on manifesting community cultural wealth for teachers. This study's proposed Action Plan includes a description of steps to address these opportunity gaps. These steps include: weekly professional learning communities, after-school programs, and the adoption of a Culturally Responsive Practices (CRP) framework. Alternate times for PTO meetings were also recommended to ensure inclusivity among all families. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]