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Data have consistently revealed a major problem with disproportionality in several academic and social climate measures for African American students compared to their White counterparts. Black students tend to have lower end-of-course (EOC) testing scores in mathematics and reading, a greater tendency to be suspended from school, lower average on-time graduation rates, and higher rates of absenteeism. The current investigative study examined the role of same race administrators and performance indicators among African American students. The findings demonstrated that significant differences between Black and White students existed in end-of-course testing in reading and math. The research also indicated significant relationships between race, school suspension, and attendance in schools with a Black administrative presence. Further qualitative and quantitative research investigating the variables that significantly indicate academic and social climate performance improvements, particularly among marginalized student groups, could be beneficial to students and education leaders alike. Data from this research study showed that student economic status predicted academic and social climate performance between Black and White students, regardless of the race of administrators. However, Black students in non-impoverished settings with a Black administrative presence outperformed their White counterparts in academic and social climate measures. This study could be a precursor to more expansive research on the ways in which improving economic conditions could improve Black student performance, especially with a more diverse administrative school presence.