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Equitable, Race-Conscious Schoolwide Practices Supporting the Academic Success and Growth of Black Students

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Title: Equitable, Race-Conscious Schoolwide Practices Supporting the Academic Success and Growth of Black Students
Language: English
Authors: Erin Anderson (ORCID 0000-0003-0287-9509), Devani Lemmon (ORCID 0009-0007-5676-9280), Amanda Roberts
Source: Journal of School Leadership. 2026 36(4):476-504.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 29
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: African American Students, Blacks, Educational Practices, Racial Factors, Middle Schools, Urban Schools, Academic Achievement, Equal Education, Success, Racism, Caring, Sense of Belonging, School Culture, Expectation, Racial Identification, Cooperative Planning, Cooperative Learning, Racial Composition, Culturally Relevant Education, Inclusion
DOI: 10.1177/10526846251413059
ISSN: 1052-6846
Abstract: This descriptive single-case study of an exemplar, middle school in a large, urban district with the highest Black student achievement in the district was designed to explore how schools can intentionally support the academic growth of Black students. Through interviews with teachers, teacher leaders, building leaders, and district leaders, we explored how existing structures and routines can create equitable opportunities for academic success. Utilizing Khalifa's (2016, 2018) culturally responsive school leadership framework, this study explores how school-wide responses to bias and race-evasiveness, and school-wide caring and belonging influence student achievement. Four key practices were identified to promote Black student success which are: (a) cultivating a collectivist culture based on a genuine belief in and commitment to students, (b) messaging and training for high expectations school-wide as an anti-racist practice, (c) ensuring explicit attention to the construct of race and racial identity, including purposeful attention to honoring the identity of a diverse student body, and (d) developing structures of co-planning and co-learning to support professional learning by facilitating an honest, transparent data culture informed by multiple types of data. These practices must be implemented in tandem to purposefully promote academic success for students furthest from justice.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508211
Database: ERIC
FullText Text:
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  Data: Equitable, Race-Conscious Schoolwide Practices Supporting the Academic Success and Growth of Black Students
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Erin+Anderson%22">Erin Anderson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0287-9509">0000-0003-0287-9509</externalLink>)<br /><searchLink fieldCode="AR" term="%22Devani+Lemmon%22">Devani Lemmon</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-5676-9280">0009-0007-5676-9280</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amanda+Roberts%22">Amanda Roberts</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Leadership%22"><i>Journal of School Leadership</i></searchLink>. 2026 36(4):476-504.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 29
– Name: DatePubCY
  Label: Publication Date
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  Data: 2026
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Blacks%22">Blacks</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Factors%22">Racial Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Caring%22">Caring</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Identification%22">Racial Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Planning%22">Cooperative Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Composition%22">Racial Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink>
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  Data: 10.1177/10526846251413059
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  Data: 1052-6846
– Name: Abstract
  Label: Abstract
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  Data: This descriptive single-case study of an exemplar, middle school in a large, urban district with the highest Black student achievement in the district was designed to explore how schools can intentionally support the academic growth of Black students. Through interviews with teachers, teacher leaders, building leaders, and district leaders, we explored how existing structures and routines can create equitable opportunities for academic success. Utilizing Khalifa's (2016, 2018) culturally responsive school leadership framework, this study explores how school-wide responses to bias and race-evasiveness, and school-wide caring and belonging influence student achievement. Four key practices were identified to promote Black student success which are: (a) cultivating a collectivist culture based on a genuine belief in and commitment to students, (b) messaging and training for high expectations school-wide as an anti-racist practice, (c) ensuring explicit attention to the construct of race and racial identity, including purposeful attention to honoring the identity of a diverse student body, and (d) developing structures of co-planning and co-learning to support professional learning by facilitating an honest, transparent data culture informed by multiple types of data. These practices must be implemented in tandem to purposefully promote academic success for students furthest from justice.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1508211
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        Value: 10.1177/10526846251413059
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 476
    Subjects:
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Blacks
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Racial Factors
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Success
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      – SubjectFull: Racism
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      – SubjectFull: Caring
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      – SubjectFull: Sense of Belonging
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      – SubjectFull: School Culture
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      – SubjectFull: Expectation
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      – SubjectFull: Racial Identification
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      – SubjectFull: Cooperative Planning
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Racial Composition
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Inclusion
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      – TitleFull: Equitable, Race-Conscious Schoolwide Practices Supporting the Academic Success and Growth of Black Students
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            NameFull: Devani Lemmon
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              Y: 2026
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