integration possible for schools and other public spaces possible. In 1968, the Bilingual Education Act was enacted, prompted by limited English-speaking minorities, especially Spanish-speaking citizens who insisted on maintaining their personal connectedness to their heritage and cultural ideals. It was in their hopes that "their lives and histories be included in the curriculum of schools, colleges, and universities…multicultural educators sought to transform the Euro-centric perspective and incorporate multiple perspectives into the curriculum". After 36 years, the Bilingual Education Act was dissolved and in 2002 the needs of English Language Learners were picked up by the No Child Left Behind Act. The Civil Rights Movement of the 1960s worked to eliminate discrimination in public accommodations, housing, employment, and education. The movement pushed for minority teachers and administrators, community control and revision of textbooks to reflect the country's diversity. Multicultural education became a standard in university studies for new teachers. One of the main focuses of this study was to have students identify their own culture as important, as well as to recognize the differences from other cultures. The success of the Civil Rights Movement sparked an interest in women's rights, along with the Education for All Handicapped Students Act of 1975. "Practicing educators use the term multicultural education to describe a wide variety of programs and practices related to educational equity, women, ethnic groups, language minorities, low-income groups, LGBT (lesbian, gay, bisexual, and transgender) people, and people with disabilities". During the 1980s, educators developed a new approach to multicultural education, examining schools as social systems and promoting the idea of educational equality. In Plyler v. Doe (1982) the Supreme Court upheld the educational rights of immigrant students. In the 1990s, educators expanded multicultural education to consider "larger societal and global dimensions of power, privilege, and economics." Educators began to see the classroom as a place to celebrate diversity rather than one tasked with assimilating students to the dominant culture. Education observe an increasingly multicultural nation that needs critical thinkers able to handle cross-cultural differences. In 2001, No Child Left Behind aimed primarily at helping disadvantaged students. It required "all public schools receiving federal funding to administer a state-wide standardized test annually to all students." With the Race to the Top grant program, "Many advocates of multicultural education quickly found attention to diversity and equity being replaced by attention to standards and student test scores". Multicultural education focuses on an "intercultural model