Date of Award

Spring 5-22-2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Barbara Hill, Ed.D.

Second Advisor

Darryl Groves, Ed.D.

Third Advisor

Trevor Turner, Ph.D.

Abstract

The purpose of this study was to investigate the factors that impact achievement for African-American males in a charter school in hopes of providing insight as well as recommendations into effective ways to close the academic achievement gap between African-American males and their counterparts, specifically the so-called “achievement gap” through examination of leadership and other correlates of a successful school. Lastly, the habits of an effective leader and his impact on the belief system, values and behaviors in an African-American male charter school and the influence he has on teachers, parents and students was examined.

Thirty participants responded to an online survey sent to teachers, parents and students. Two school principals, one past and the other current were interviewed. Data was collected through a single bounded longitudinal study for a period of six years.

A holistic analysis of the entire case was conducted. Through this data collection, a detailed description of the case emerged in which detailed such aspects as the history of the case, the chronology of events, or the day-by-day rendering of the activities of the case. After this description, common or emerging themes were identified in an effort to identify lessons learned from the case. Qualitative analysis of the data provided evidence to support the three themes that emerged from the data collection. This research revealed the most important factor in African-American males and achievement is effective leadership, without that nothing else matters, with that everything is possible. Qualitative analysis of the data revealed the leader must see himself as the instructional leader in his school, have a shared belief system that all children can and will learn, and facilitate a culture that empowers students and teachers alike. Results of this research investigation provide implications and recommendations for all schools educating African-American males in single-gender environments, particularly for the administrators who lead these schools.

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