Students in urban schools face a number of challenges including lower enrollment numbers in higher level mathematics courses. This particular challenge has the drastic consequence of increasing the achievement gap and reducing the opportunities available for Black students. Traditionally schools have utilized standardized tests and teacher input to determine placement into these higher level mathematics courses. This research study was a qualitative study designed to focus on the perceptions of middle school principals who have had success in reducing the underrepresentation of Black male students in higher level mathematics courses. Data was collected through semi-structured interviews with successful middle school principals in North Carolina. This research serves to provide insight into what practices middle school principals identify for schools to implement in order to lessen the underrepresentation of Black male students in higher level mathematics courses.
Keywords: underrepresentation, student achievement, assessment