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This article provides a synthesis that delineates the scope and context that give meaning, purpose, and setting to the exercise of effective educational leadership and to the attainment of meaningful student achievement within schools that serve large numbers of African American students. Historical, theoretical, and empirical frames of inquiry provide the background for understanding good leadership and leadership practices that address the learning needs of African American students. Understanding the interconnectedness of good leadership and cultural practices that support and sustain African American student achievement are to be found through an awareness of the unique framework of cultural uplift and interpersonal and institutional caring, hallmarks that have characterized effective school leadership and student achievement in African American learning communities.

The number of African American teachers and principals in the nation’s schools has declined precipitously since the legal decision rendered in Brown v. Board of Education. In this article I explore the historical and contemporary reasons for the decline in the numbers of African American educators in U.S. public schools and relate the negative effects this situation has had on the school life and achievement of African American students. Several strategies are offered as proactive means to increase the number of African American educators in schools throughout the nation. It is clear, however, that these strategies will be futile unless school districts possess a deep commitment to increase the diversity of the teaching and administrative staffs of their schools.

If you want to find out how things are working you probably need to ask the people who are most affected by what you are doing or by what is going on. In our high schools it would seem that no other group is in a better position to provide that feedback than students.

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