Critical race theory (CRT) in education centers, examines, and seeks to transform the relationship that undergirds race, racism, and power. CRT scholars have applied a critical race framework to advance research methodologies, namely qualitative interventions. Informed by this work, and 15 years later, this article reconsiders the possibilities of CRT applications to quantitative methodologies through "QuantCrit." We ask the question: "Can quantitative methods, long critiqued for their inability to capture the nuance of everyday experience, support and further a critical race agenda in educational research?" We provide an abbreviated sketch of some of the key tenets of CRT and the enduring interdisciplinary contributions in race and quantitative studies. Second, we examine the legacy and genealogy of "QuantCrit" traditions across the disciplines to uncover a rich lineage of methodological possibilities for disrupting racism in research. We argue that quantitative approaches cannot be adopted for racial justice aims without an ontological reckoning that considers historical, social, political, and economic power relations. Only then can quantitative approach be re-imagined and rectified.