Abstract
Brief Literature Review: A review of related literature identified several factors that affect the academic success of African American students in public high schools. These factors include socioeconomic status, parent support and involvement, attendance, participation in structured extracurricular activities, student engagement, teacher bias and expectations, systemic or institutionalized racism, and disproportionality in school exclusionary discipline practices. Of these identified factors affecting student achievement, socioeconomic status appears to have the greatest influence. Statement of Purpose: The purpose of this research is to explore reasons for the decreasing academic achievement of African American students in Suburbia High School in Northern California. Research will address staff and student perspectives for the decrease in achievement and seek to identify factors that can directly or indirectly be addressed by school leadership to promote more positive educational outcomes for African American students. Methodology: The researcher used a mixed-methods research design and collected both qualitative and quantitative data to answer research questions. Data were collected from staff members at Suburbia High School through an online survey and from student participants through individual interviews. The survey inquired about staff members’ personal opinions of the decline in African American student test scores on state achievement tests and the disproportionate number of African American students receiving disciplinary suspensions. The student interview protocol focused on the student’s opinions of the school, staff, curriculum, and policies, as well as their own personal habits during and after school hours. Conclusions and Recommendations: Results of this study supported past research that socioeconomic status was a significant predictor of the academic achievement of students. Additionally, the researcher found evidence of low teacher expectations and bias within Suburbia High School that resulted in inequitable outcomes for its African American student population. Based on these findings, it is the recommendation of the researcher that teachers and school leaders at Suburbia High School adopt a school-wide behavioral intervention and supports program, provide more varied academic interventions and support programs for impoverished students, and implement professional development opportunities for staff to address racial bias’ that are resulting in lower expectations for African American students at Suburbia High School.