teaching to "culturally distinct" learning styles. While studies have shown that "the longer these students of color remain in school, the more their achievement lags behind that of White mainstream students", it is still highly debated whether or not learning styles, are indeed culturally distinctive, and furthermore, whether implementing different teaching strategies with different racial or ethnic groups would help or further alienate minority groups. All students have different learning styles so incorporating multicultural education techniques into the classroom, may allow all students to be more successful. "Multicultural education needs to enable students to succeed economically in a multicultural world by teaching them to be comfortable in a diverse workforce and skillful at integrating into a global economy". Teacher's should align the curriculum with the groups being taught, rather than about them. Every child can learn so it is the teacher's responsibility to not "track" them, but rather to personalize the curriculum to reach every student. "Teachers need to assume that students are capable of learning complex material and performing at a high level of skill. Each student has a personal, unique learning style that teachers discover and build on when teaching". Another important consideration in implementing multicultural education into the classroom is how deep to infuse multicultural ideas and perspectives into the curriculum. There are four different approaches or levels to curricular infusion. They are: The Contributions Approach – Dubbed the "Heroes and Holidays" approach; it is the easiest to implement and makes the least impact on the current curriculum. It does however have significant limitations in meeting the goals of multicultural education because "it does not give students the opportunity to see the critical role of ethnic groups in US society. Rather, the individuals and celebrations are seen as an addition or appendage that is virtually unimportant to the core subject areas". Ethnic Additive Approach – This is slightly more involved than the contributions approach, but does not require major curriculum restructuring. While this approach is often a first step towards a more multicultural curriculum, it still presents the topic from the dominant perspective. "Individuals or groups of people from marginalized groups in society are included in the curriculum, yet racial and cultural inequalities or oppression are not necessarily addressed". Transformative Approach – This approach requires discussing a topic from multiple perspectives. "It requires a complete transformation of the curriculum and, in some cases, a conscious effort on