The role of the superintendent in closing the achievement gap between African American and Caucasian students

Denita Harris, Purdue University

Abstract

The purpose of this qualitative study was to closely examine the role of the superintendent in his or her attempt to close the achievement gap between Caucasian and African American students, with specific inquiry into the academic performance of these students on the 8th grade Indiana Statewide Testing for Educational Progress Plus. The research consisted of a qualitative study interview approach where three Indiana superintendents of fairly large, diverse school districts of 10,000 + students participated in a combined interview approach of both informal conversations with standardized open-ended questions. The theoretical framework for the qualitative study was hermeneutic phenomenology. Data collected came directly from the interviews conducted with three acting superintendents. The interviews were administered in the personal offices of each participating superintendent. Interviews were tape recorded and transcribed before the coding process and item analysis was carried out. Hermeneutic phenomenology was used to understand the world or in this case, the role of the superintendent who closes the achievement gap, from their experiences and perspectives. The main purpose of this study was to thoroughly examine the actions, strategies, and techniques of a superintendent who seeks to close the achievement gap between African American and Caucasian students. This study was intended to provide both current and aspiring superintendents, who are determined to close the achievement gap between African American and Caucasian students, essential skills and methods that could be transferred to any school district.

Degree

Ph.D.

Advisors

HIrth, Purdue University.

Subject Area

Educational leadership|School administration

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