School systems across America are faced with the challenge to engage all students in the academic learning process and increase academic achievement. More specifically, teachers often have difficulty engaging Black male students. Throughout the years, several studies have been conducted to examine factors influencing academic achievement. Using a static group comparison model, studies analyze how culturally responsive engagement strategies effect the academic achievement of students in elementary school. For example, Black male students in grades four through eight at two urban public schools in the northeast region might be examined to determine if the implementation of culturally responsive pedagogy/curriculum provides a change in the overall academic achievement of this group of students. This dissertation with an applied focused takes a more quantitative approach to creating a professional development series supporting the implementation of culturally responsive pedagogy and curriculum in elementary schools with larger populations of Black male 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.]