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ERIC Number: ED519305
Record Type: Non-Journal
Publication Date: 2010
Pages: 178
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1241-5288-2
Former Principals' Perceptions of the Effectiveness of the Educational Leadership Constituent Council (ELCC) Standards on Raising the Performance of African American Males on the State High School Graduation Test (GHSGT)
Ficklin, Henry Clay
ProQuest LLC, Ph.D. Dissertation, Mercer University
The purpose of this study was to investigate the perceptions of former principals on the effect of the Educational Leadership Constituent Council (ELCC) standards in raising the performance of African American males on standardized tests, specifically the State High School Graduation Test (SHSGT) in a southern school district. Since the implementation of the No Child Left Behind Act of 2001 (NCLB), mounting statistical data have shown that African American males are falling behind in the school systems of our nation, particularly in the inner-city settings. The method used for this study followed the tenets of qualitative research and qualitative purposeful selected interviews. Six former principals of secondary schools in this southern school district were selected for this study because they could reflect, from a first-hand standpoint, on strategies that offer the best solutions to the problem of the achievement gap for African American male students. The researcher also sought participants who were practicing principals under the NCLB Act of 2001. The researcher formulated a priori coding for this study by using the ELCC standards as a basis for the codes. The themes identified from the interviews were: (a) The ELCC standards are developing, (b) The ELCC standard of fairness and care would promote the performance of African American males, (c) The ELCC standard which deals with family and community involvement is not developed fully causing African American male performance to suffer, (d) African American males need to have expectations clearly defined, and (e) There are barriers and adverse circumstances to the ELCC standards that negatively affect the achievement of African American males. This research included descriptive detail of six former principals as they reflected on the effectiveness of the ELCC standards to improve African American male students' performance and how each of the standards might be used to narrow the achievement gap. It is recommended that further research be completed to document the reflective perceptions of teachers, students, parents and the business community on the implementation and practice of the ELCC standards in schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001