Characteristics of principals who influence Black student achievement

There is ongoing disparity in the academic achievement of Black and White children in K-12 public education. Haycock (2001) indicates that since 1990 the reading achievement between 17 year-old White and Black students has widened based on data provided by the National Assessment of Educational Progress (NAEP). Stevens (1996) explains that year after year, data from the National Assessment of Educational Progress demonstrates the continuous disparity between Black and Latino students in comparison to White students. White students at ages 9, 13, and 17 consistently perform better on the NAEP assessment in reading, writing, science, and mathematics than Black and Latino students (In Williams, P. 77).; Federal, state, and local agencies are holding students, teachers, principals, and school districts accountable by high stake assessments. However, it is the principal who tends to bear the major responsibility for student achievement in the school environment and he or she may be in the most influential position to increase overall student achievement. School principals may also be in the best position to establish processes and procedures to narrow and eventually close the achievement gap. Therefore, this study will primarily focus on the characteristics of principals in school environments that have successfully influenced Black student achievement.; The purpose of this study is to increase understanding of administrative and educational practices that positively affect the academic success of Black children in public schooling. Evidence of successful administrative and educational practices may provide theoretical and empirical insights into the roles and skills necessary for principals to influence the school success of Black children; and possible serve to guide professional development activities for principals and teachers who worked with Black children in urban as well as other educational environments.