The policy advocacy document is an alternative to the traditional doctoral dissertation. This approach arose from the educational administration preparation reform agenda which calls for more thoughtful approaches to educational policy development, a concern that educational leadership express itself in a moral context, and a desire to develop reflective practices in administration. (Browder, 1995). This document attempts to ensure public schools, high schools in particular, are providing African American males with the skills and knowledge necessary to be academically successful so that they are given the opportunity and support necessary to achieve economic and social advancements throughout life. The policy advocated proposes that a series of curriculum modifications and academic support systems be put in place to guide and support all aspects of the educational experience necessary for the academic achievement of African American males. In addition to the academic supports already in place for all students in Reserve High School District, these additional supports include: expanding double block math and literacy courses, as well as summer math enrichment and math tutoring opportunities, creating on-demand math instructional videos, revising the literacy course curriculum and identifying additional students to enroll in literacy courses, restructuring advisory periods, and providing training for all staff in culturally relevant teaching. The envisioned impact of implementing this policy is that it will not only lead to increased academic success for African American males but, ultimately, to students of all ethnicities and gender within the school and district.
","abstract_html":"<p>The policy advocacy document is an alternative to the traditional doctoral dissertation. This approach arose from the educational administration preparation reform agenda which calls for more thoughtful approaches to educational policy development, a concern that educational leadership express itself in a moral context, and a desire to develop reflective practices in administration. (Browder, 1995). This document attempts to ensure public schools, high schools in particular, are providing African American males with the skills and knowledge necessary to be academically successful so that they are given the opportunity and support necessary to achieve economic and social advancements throughout life. The policy advocated proposes that a series of curriculum modifications and academic support systems be put in place to guide and support all aspects of the educational experience necessary for the academic achievement of African American males. In addition to the academic supports already in place for all students in Reserve High School District, these additional supports include: expanding double block math and literacy courses, as well as summer math enrichment and math tutoring opportunities, creating on-demand math instructional videos, revising the literacy course curriculum and identifying additional students to enroll in literacy courses, restructuring advisory periods, and providing training for all staff in culturally relevant teaching. The envisioned impact of implementing this policy is that it will not only lead to increased academic success for African American males but, ultimately, to students of all ethnicities and gender within the school and district.</p>","abstract_has_math":false,"creators":["Hampton, Ilandus, Sr."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Norman Weston","Dr. Richard Streedain","Dr. Harrington Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-12-01T08:00:00Z","date_published":"2015-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:25Z","subjects":["Social Analysis","Cultural Relevancy","Single Gender","Culturally Responsive Teaching","Assessment","Regression","Bilingual, Multilingual, and Multicultural Education","Curriculum and Social Inquiry","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/139","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Norman Weston","Dr. Richard Streedain","Dr. Harrington Gibson"]},{"key":"dc:creator","label":"Author","values":["Hampton, Ilandus, Sr."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-08T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Social Analysis","Cultural Relevancy","Single Gender","Culturally Responsive Teaching","Assessment","Regression","Bilingual, Multilingual, and Multicultural Education","Curriculum and Social Inquiry","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/139"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The policy advocacy document is an alternative to the traditional doctoral dissertation. This approach arose from the educational administration preparation reform agenda which calls for more thoughtful approaches to educational policy development, a concern that educational leadership express itself in a moral context, and a desire to develop reflective practices in administration. (Browder, 1995). This document attempts to ensure public schools, high schools in particular, are providing African American males with the skills and knowledge necessary to be academically successful so that they are given the opportunity and support necessary to achieve economic and social advancements throughout life. The policy advocated proposes that a series of curriculum modifications and academic support systems be put in place to guide and support all aspects of the educational experience necessary for the academic achievement of African American males. In addition to the academic supports already in place for all students in Reserve High School District, these additional supports include: expanding double block math and literacy courses, as well as summer math enrichment and math tutoring opportunities, creating on-demand math instructional videos, revising the literacy course curriculum and identifying additional students to enroll in literacy courses, restructuring advisory periods, and providing training for all staff in culturally relevant teaching. The envisioned impact of implementing this policy is that it will not only lead to increased academic success for African American males but, ultimately, to students of all ethnicities and gender within the school and district.
"]},{"key":"dc:title","label":"Title","values":["Creating A Framework For Success For High School African American Males: A Policy Advocacy Document"]}]}],"canonical_facts":{"dc:contributor":["Dr. Norman Weston","Dr. Richard Streedain","Dr. Harrington Gibson"],"dc:creator":["Hampton, Ilandus, Sr."],"dc:date.available":["2016-03-08T08:00:00Z"],"dc:description.abstract":["The policy advocacy document is an alternative to the traditional doctoral dissertation. This approach arose from the educational administration preparation reform agenda which calls for more thoughtful approaches to educational policy development, a concern that educational leadership express itself in a moral context, and a desire to develop reflective practices in administration. (Browder, 1995). This document attempts to ensure public schools, high schools in particular, are providing African American males with the skills and knowledge necessary to be academically successful so that they are given the opportunity and support necessary to achieve economic and social advancements throughout life. The policy advocated proposes that a series of curriculum modifications and academic support systems be put in place to guide and support all aspects of the educational experience necessary for the academic achievement of African American males. In addition to the academic supports already in place for all students in Reserve High School District, these additional supports include: expanding double block math and literacy courses, as well as summer math enrichment and math tutoring opportunities, creating on-demand math instructional videos, revising the literacy course curriculum and identifying additional students to enroll in literacy courses, restructuring advisory periods, and providing training for all staff in culturally relevant teaching. The envisioned impact of implementing this policy is that it will not only lead to increased academic success for African American males but, ultimately, to students of all ethnicities and gender within the school and district.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/139"],"dc:subject":["Social Analysis","Cultural Relevancy","Single Gender","Culturally Responsive Teaching","Assessment","Regression","Bilingual, Multilingual, and Multicultural Education","Curriculum and Social Inquiry","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Educational Leadership"],"dc:title":["Creating A Framework For Success For High School African American Males: A Policy Advocacy Document"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:25Z"}