No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

Urban, suburban and rural school districts across the country are all grappling with issues concerning the plight of students of color and in particular males of color who continue to lag academically behind their female counterparts and in particular their same age male complements. This qualitative research study explored factors and procedural operations contributing to the founding, expansion and ultimate success of a predominantly African American single gender public charter high school serving young men located in a large metropolitan northeastern city. Study participants included teachers, school administrators, school board members, and other school staff who agreed to participate in this study, conducted over a two-year period. At the time of the study, the school enrolled 498 young men and employed approximately 47 staff, which included teachers, non-instructional personnel and administrative staff. In addition to first-hand interviews accounts, findings were documented through field observations, review of anecdotal records such as Staff and Student Handbooks, teacher lesson plans and standardized test scores, which included the state-mandated annual examination. Three primary findings emerged from almost 100 hours of the study and were operationalized bounded by a conceptual framework around three distinct themes: (1) teacher/student developed relationships in the classroom and outside the classroom, (2) school climate and culture, and tangible policies and procedures developed to encourage a peaceful and purposeful school environment, linked to incentives, a documented rigid i disciplinary style approach to education, and (3) the role of consistent and effective school governance from a committed Board of Trustees and the resiliency and sustainable leadership of school administrators. These three conceptual domains formed the basis that this school has made key strides in demonstrating social and academic success in the lives of African American males. The findings also amplify that despite discourse which suggests the underachievement of Black boys in schools, the young men attending West Philadelphia Preparatory Charter School (pseudonym) enrolled with a variety of assets which included mentors, parents who demonstrated immense interest in the success of their children, peer to peer supports, high attendance records and resiliency in negotiating challenges between their communities of residence and the school. These findings are significant for single gender schools, urban public education, charter and independent schools, classroom management and the influence of a Latin-based foundation as they provide the critical ingredients desired to improve K-12 spaces delivering increased opportunities for postsecondary success and future workforce-ready participants. The results of the study tell us that teachers, administrators and other school personnel play a key role in delivering a specific set of actions items which tend to illuminate assets that young men bring to school which eventually contributes to their successful matriculation through high school. Further, results identify key functions of school policy and procedures that produced an academically rich, culturally sensitive and safe environment which contributed to maintaining high academic performance, increased student attendance and a unique set of in school and non-traditional extended day activities for African American males. / Educational Leadership

This qualitative research study explored the leadership perceptions of high school administrators who have been successful in raising academic achievement for Black males. Utilizing semi-structured interviews which served as the primary data source, this study aimed to uncover specific school-level factors that were being optimized in public high schools to help increase graduation rates for Black male students. In addition, a review of school documents acted as secondary data sources and offered more detailed views about the case studies. After thorough analysis of the data, the findings revealed five factors that the high school administrators were optimizing better support their Black male learners: 1) hiring Black males, 2) the staff, 3) school activities, 4) collaborations with community partners, and 5) formal and informal methods of offering positive feedback and special recognition. These five factors were found as having the greatest influence on the academic achievement of the males. Overall, the study's findings aligned with earlier research on student achievement. Based on the findings, it was clear that the five factors promoted a certain degree of academic achievement independently. However, the researcher posits that, if implemented simultaneously, the five factors are likely to build a greater network of support for Black male high school students that will help boost achievement that is converted to increased graduation rates. Thus, implications for practice for other high school administrators as well as recommendations for future research emerged from the findings of this study. / Doctor of Education / This qualitative research study explored the leadership perceptions of high school administrators who have been successful in raising academic achievement for Black males. Utilizing semi-structured interviews which served as the primary data source, this study aimed to uncover specific school-level factors that were being optimized in public high schools to help increase graduation rates for Black male students. In addition, a review of school documents acted as secondary data sources and offered more detailed views about the case studies. After thorough analysis of the data, the findings revealed five factors that the high school administrators were optimizing better support their Black male learners: 1) hiring Black males, 2) the staff, 3) school activities, 4) collaborations with community partners, and 5) formal and informal methods of offering positive feedback and special recognition. These five factors were found as having the greatest influence on the academic achievement of the males. Overall, the study's findings aligned with earlier research on student achievement. Based on the findings, it was clear that the five factors promoted a certain degree of academic achievement independently. However, the researcher posits that, if implemented simultaneously, the five factors are likely to build a greater network of support for Black male high school students that will help boost achievement that is converted to increased graduation rates. Thus, implications for practice for other high school administrators as well as recommendations for future research emerged from the findings of this study.

No description available.