Urban school districts throughout the United States are creating single gender classrooms or schools to improve student achievements for their lowest performing subgroups (Noguera, 2009). It is hoped that separating the sexes will improve domains such as discipline, attendance and academic performance, while decreasing the dropout rate. If single gender classrooms or schools are the answer to the dismal plight of boys of color, what effective school practices and social emotional learning components must be implemented in order to improve school and academic performance? This researcher will examine the relationship between correlates of effective schools and social emotional learning based upon the perceptions of principals, teachers, and students within single-gender schools implemented in urban secondary schools serving predominantly low-income boys of color. The purpose of this investigator is to examine the relationship between correlates of effective school practices and social emotional learning for boys of color based on school performance scores and academic performance. The extent to which the correlates are exhibited will be used to determine which practices are clearly associated with the social emotional learning and overall school/academic performance of boys of color. Principals and teachers completed a modified online survey developed by Effective Schools Products, Inc. The instrument measured their perception of the seven correlates identified as research-based best practices in effective schools. Students completed a modified online survey developed by School-Connect. The instrument measured their perception of the five concepts of social emotional learning identified as research-based best practices in schools. All data were collected and analyzed using SPSS. Descriptive statistics determined the means, percentages, and standard deviations of participant demographics and perceptions. Correlational statistical tests that were performed highlighted the strength and direction of the seven correlates and the five social emotional learning within secondary single-gender schools serving boys of color. The results of this study indicate that more research is needed to solicit opinions from educators within single gender schools on correlates of effective schools and how to best prepare and support classroom teachers in meeting the social emotional needs for boys of color. [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.]