'Give me the worst of them, and I'll make them the best': An ethnographic study of a successful alternative school for at-risk African American children

This study examined how school leadership at Urban Alternative High School (UAHS) adequately addresses the needs of at-risk alternative school students. The school's principal, Joe, was different from other traditional and alternative school principals in that most have been unable to address the educational needs of African American at-risk children. Unlike the 'dumping-ground' depictions that characterize many alternative schools for at-risk children, UAHS was an environment in which many at-risk children academically and socially succeeded. Students who were previously in academic and social distress at traditional schools came to UAHS and drastically improved their behavior, graduated from high school, and made plans for a post-secondary education.;The ethnographic research took place over two years (2006-2008) and involved qualitative research methods in its data collection. Participant observation, field notes, interviews, official school and county documentation and interpretive follow-up questions were all instruments used in this research. Interviews were conducted with a myriad of stakeholders: UAHS principal and other administrators in the district, 10 teachers and other UAHS staff, 5 parents, 1 community leader, 5 students and 5 former students. While strongly considering theories related to the social and familial contexts that impact education, social and cultural capital, identity formation of ghetto youth, and flexible leadership behavior, the researcher assessed how the school environment was negotiated by all people involved with UAHS. Another consideration that highlighted several parts of this research was that of race; cultural synchronization between school leader and students and communities served, differentiated racial expectations, and perceived racism were all relevant to this research.;The findings have far-reaching implications and suggest that administrators must approach leadership differently when serving at-risk, urban, African-American students. This study found that while it may be true that African American urban students come from families and neighborhoods that are incongruent with traditional schools, and that home environments contribute to them becoming at-risk students, there are still ways that principals can effectively lead similar populations. UAHS students were able to merge their pre-existent neighborhood identities with that of being 'smart.' The principal was able to earn trust and credibility, and establish rapport with communities who are traditionally hostile and distant from traditional education. And by focusing on aspects of education most important to the students and their families---namely staying out of trouble, high school graduation and college attendance---the principal was able positively impact the educational experiences of children.