Superintendents and Latino student achievement: promising practices that superintendents use to influence the instruction and increase the achievement of Latino students in urban school districts

UnrestrictedAs schools and districts across the nation and state face the added pressures brought on by increased accountability through the NCLB Act, school leaders must reconcile the changing demographics of their districts, the various educational needs of their students and the political and socio-cultural aspects of such shifts while meeting expected outcomes (Houston, 2001). The ability to navigate change in demographics and diversity is significant because on a national level there has been a 57.9% population increase of Latinos and of these citizens, 31.1% live in California (U.S. Census, 2000). These changes in demographics and diversity have brought forth many challenges to districts across the state. The increased accountability has required educational leaders to re-evaluate the teaching and learning taking place within their districts and the underachievement of Latino students. The purpose of this study is to examine the practices that effective urban school district superintendents used to initiate and sustain change, shape instruction and impact the achievement of Latino students in their district