Principals' Perspectives Regarding Grades 9-12 Black, Asian, And Latino Males In North Dakota Public Schools
Date of Award
Doctor of Education (EdD)
Sherryl A. Houdek
The purpose of this study was to review school policy documents and seek secondary principals’ perspectives regarding Black, Asian, and Latino males grades 9-12 in North Dakota public schools. Qualitative data was collected to investigate practices, policies, and routines that contributes to their graduation rates. Interviews were conducted to four secondary principals within two North Dakota school districts.
For the purpose of this study, participants included secondary principals from selected North Dakota public school districts where Black, Asian, and Latino students have the highest enrollment. School district data include public documents posted on districts’ websites for the term 2017-2018, and data analyzed from the North Dakota Department of Public Instruction from the 2015-2016, 2016-2017, and 2017-2018 school terms. Data including results from interviews as well.
When developing the design of the study, data from five North Dakota school districts was looked at based on their graduation rates of the populations being studied. The districts included Bismarck, Fargo, Grand Forks, Minot, and West Fargo secondary schools. Four principals from four schools within two of the districts participated in the interview process.
The results of this study show that North Dakota public schools have recently experienced an increase in students from many different countries and other regions of this country. The four White principals believe that they provide an educational program, with many different components, to provide educational benefits to help all students succeed under conditions to be as successful as possible.
Lowery, Maggie Harrison, "Principals' Perspectives Regarding Grades 9-12 Black, Asian, And Latino Males In North Dakota Public Schools" (2019). Theses and Dissertations. 2470.