The purpose of the study was to determine if Foster School District met the demands of a consent decree. Due to apparent inequities between African American and White students, under the guidance of a federal court a plaintiff class made up of parents and Foster School District entered into a consent decree which addressed four specific areas: Student Achievement, Discipline and Climate, Special and Gifted Education, and Hiring and Staffing. The consent decree was overseen by a court-appointed monitor. This is an examination of Foster School District's attempt to meet the demands of the consent decree over five school years.;The major research question examined was: Has Foster School District met the demands of the consent decree? The consent decree did not offer a time limit, nor did it offer an exact measurement of success, but required the district to improve in all four areas stated. Using national, regional, state, and local court cases, a legal precedent was created to determine if Foster School District met the demands of the consent decree. Change Theory and Critical Race Theory were also used to examine Foster School District's attempt to gain equity.;Foster School District's efforts to create an equitable system of education included many interventions and outcomes. With limited guidance from the court, Foster School District attempted to make systemic changes. The future of the school district was in the hands of the federal court; however, the school district was uncertain if their actions aligned with the expectations of the consent decree.