No abstract

This study explored the achievement, engagement, and school climate perceptions of African American males in urban high schools. Hierarchical regression and focus group interviews were used to analyze male sample ( n = 114) data from a larger study. Findings suggest that students’ perceptions were influenced by having information about and access to advanced placement (AP) courses, teacher patience and support, student–teacher relationships, and racial fairness in student discipline. Providing more information about and support in AP courses, ongoing cultural proficiency training, and investments in racially fair discipline systems are among the recommendations.

To meet state and national standards, preservice special education training programs include content on communicating and collaborating effectively with school administrators. To incorporate modeling in teacher training, preservice special education programs must structure collaboration throughout the content of the program and provide field experiences that meet the challenges of establishing appropriate types of communication for collaborative endeavors. This study found that the clinical practice experiences of 29 preservice special educators were linked to the course content of their collaboration classes. Special education teacher candidates collaborated and communicated with school administrators mostly about student assessments, placements, and progress. Participants also stated that their conversations with administrators focused on teacher observations and evaluations. These communicative and collaborative activities with administrators occurred primarily during faculty meetings, special education department meetings, and individualized education plan meetings. Although the topics, as well as the strategies, that participants used in their communication met the standards, it did not always translate into collaboration. Results suggest that the connection between fieldwork experiences and course content is essential in creating links between theory and practice.

Race and disability produce a complex set of challenges for school leaders seeking to provide equitable opportunities for African American students and families. Culturally proficient school leaders and their influence in schools is second only to classroom instruction. Although concern is often focused on student achievement, little attention has been given to how schools have fallen into re-segregation practices that lead to gaps in opportunity and achievement for these students. Realizing that there are steps school leaders can take to address re-segregation practices and inequities, we offer recommendations and strategies for addressing schools' disproportional segments of special education, discipline, and Gifted and Talented Education (GATE) programs by using culturally proficient leadership and a dual capacity building framework.