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Findings organize into three themes: staff building authentic relationships to raise students’ intrinsic motivation, needs-driven instruction supporting higher individual achievement, and professional development enabling staff to meet students’ needs more effectively.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of school administration and K-12 education.  \nJonathan Royle  \nMesquite Independent School District  \nCasey Graham Brown  \nUniversity of Texas at Arlington  \nThis study included an analysis of principal perceptions of the achievement gap between African American and White students. School administrators from campuses with a substantial number of African American students within the subgroup were interviewed to explore their perceptions of the achievement gap. The study revealed factors within the principal’s role that affect academic achievement with African American students. The three themes that developed from structured analysis of interview data were: (a) staff must build authentic relationships to increase students’ intrinsic motivation,(b) needs-driven instruction generates higher individual student achievement, and (c) staff members require professional development to meet students’needs.  \n.  \nIntroduction  \nThe consistent underperformance of African American students casts a disparaging shadow on the success of American public schools. African American students have performed at a rate far below White counterparts since the beginning of formal American educational history (Kunjufu, 2005) . Academic progress for students in this subpopulation has improved significantly since the beginning of the 1900s, however, as of 2012, African American students continued to maintain an average achievement gap of close to 30 points lower than their White counterparts between  \nNCPEA Education Leadership Review of Doctoral Research, Vol. 1, No. 2 – October 2014 ISSN: 1532-0723 © 2014 National Council of Professors of Educational Administration  \nThis manuscript may not be used commercially or edited. When quoting portions of this text, attribution to  \nthe author/s is required.  \n1978 and 2008 (National Center for Education Statistics [NCES], 2012) . The issue remains, despite “real gains in academic achievement. . . too many African American students still are not getting the quality education they need and deserve, and the performance of African American students lags far behind that of white students”(The Education Trust, 2014, p. 2) .  \nThe existence of the achievement gap has puzzled researchers since the beginning of American educational history (Butchart, 2010; Kunjufu, 2005; Ladson-Billings, 2012) . Researchers have agreed that data show an achievement gap continued to persist throughout the 21st century and was a significant problem to student progress nationwide (Butchart, 2010; Jencks & Phillips, 1998; Johnson, 2002; Kunjufu, 2000) .  \nResearchers have shown the extensive history of neglect of resources toward African American students contributing to an achievement gap between African American and White subpopulations in education (Jencks & Phillips, 1998; Kozol, 2005; Ladson-Billings, 2012; NCES, 2012) . African American students “receive fewer of the within-school resources and experiences that are known to contribute to academic achievement”(The Education Trust, 2014, p. 2) . The achievement gap continues to plague American public schools (The Education Trust, 2014) .  \nAdministrators have the influence to establish a culture of excellence and craft campus policies affecting student achievement (Bulris, 2010; Papalewis & Fortune, 2002) . Principals focus on many different aspects of management and instruction to create a campus culture where scores increase (Marzano, Waters, & McNulty, 2005) . Developing staff, hiring and maintaining staff, and creating a culture of excellence are examples of the impact the school principal has on student achievement scores and success (Bulris, 2010) . While a wealth of resear","cbCail67MXHk4HJv","https://ap.wps.com/l/cbCail67MXHk4HJv","pdf",239212,11,"English","# Introduction\n# Theoretical Framework\n# Purpose of the Study\n# Background Literature","[{\"question\":\"What does the study investigate about the achievement gap?\",\"answer\":\"It investigates school administrators’ perceptions of the achievement gap between African American and White students and how principals view their influence on narrowing it.\"},{\"question\":\"How were administrators selected and data collected?\",\"answer\":\"School administrators from campuses with substantial African American student subgroup representation were interviewed to explore their perceptions of the achievement gap.\"},{\"question\":\"What three themes emerged from the interview analysis?\",\"answer\":\"The themes are: building authentic relationships to increase intrinsic motivation, using needs-driven instruction to improve individual achievement, and providing professional development so staff can meet students’ needs.\"}]","School Administrators’ Perceptions ofthe Achievement Gap between African American Students and White Students | PDF",1792093396,28]