This study applies the constructs from effective instruction from the literature on teacher education to understand the impact of school district strategies on algebra outcomes for minority students. The purpose of this study was to examine the strategies utilized by superintendents and district personnel and the impact of these identified strategies on algebra outcomes for minority students. The following research questions were addressed: (a) What district level leadership strategies are employed in districts that have realized an increase in minority student performance in algebra; (b) How do superintendents select the personnel that influence successful algebra programs; (c) In what ways do superintendents and mathematics instructional teams influence algebra curriculum and instruction in successful algebra programs; (d) What is the relationship between personnel selection criteria and minority student outcomes in algebra; and (e) What is the relationship between curriculum and instruction influence and minority student outcomes in algebra? Qualitative data was collected using a deviant case study of a successful school district. This data was used in a quantitative analysis to determine possible correlations. Findings indicate that school districts should consider the content knowledge of mathematics personnel and place an emphasis on conceptual development of algebraic topics across the grade levels. This study highlighted the criteria district leadership should include in selecting mathematics personnel and creating algebra professional development models that result in meaningful learning of algebra for minority students. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]