The purpose of this study was to investigate if there is a relationship between school accountability ratings and levels of cultural connectivity of teachers, especially White teachers, employed in HBSD schools. HBSD public schools in Mississippi with an MDE performance rating of A, B, D, or F for the 2018-2019 school year were examined in this study. The study featured a non-experimental, quantitative design, variables were measured as they naturally occurred, and no independent variable was manipulated. Because the study intended to investigate relationships among the variables rather than to establish causality, a non-experimental design was appropriate (Holcomb, 2017). The study relied on a review of existing (archival) data and survey data collected through an electronic dissemination of a researcher-developed questionnaire instrument--the Teacher's Level of Cultural Connectivity Questionnaire (TLCCQ). The questionnaire was distributed electronically and responses were collected using Qualtrics-XM survey software. Descriptive statistics were compiled and chi-square analyses were performed. Participants included teachers employed during the 2019-2020 school year in High Black Student Density (HBSD) public schools in Mississippi. Each school had a 60% or higher Black student body population, and a school performance rating of either A, B, D, or F. All teachers within schools meeting the stated criteria were invited to participate in the study. This study indicated low levels of cultural connectivity among teachers in the sample population. An overwhelming majority (almost 87%) of the White teachers in the sample had low levels of cultural connectivity. While Black teachers' level of cultural connectivity was higher than their White counterparts, Black teachers' level of cultural connectivity scores also failed to achieve high levels of cultural connectivity. Additionally, the findings of the study indicate that statistically significant relationships exist between White teachers' level of cultural connectivity and HBSD school ratings, as well as, multiple dimensions of personal schooling experience, socio-cultural dynamics, and demographics. The findings of the study show that cultural connectivity matters. Increasing levels of cultural connectivity in teachers in HBSD schools may help improve academic outcomes and ultimately school accountability ratings. [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/en-US/products/dissertations/individuals.shtml.]