Volume 2 - Issue 1 - DBU Journal of K-12 Educational Research - Page 7

Journal of K-12 Educational Research 5 Journal of K-12 Educational Research 2018, VOL. 2, ISSUE 1 www.dbu.edu/doctoral/edd SUPERINTENDENTS AND HISPANIC STUDENT ACHIEVEMENT: LEADERSHIP PRACTICES UTILIZED BY K-12 URBAN SUPERINTENDENTS TO INFLUENCE AND INCREASE THE ACHIEVEMENT OF HISPANIC STUDENTS Mark A. Ramirez, Ed.D. Introduction The role of the superintendent has evolved into a formidable and powerful position allowing the superintendent to become the definitive instructional leader of the school district (Lauen & Gaddis, 2012; Byrd, Drews, & Johnson, 2007). Improving the quality of instruction and increasing student achievement for all students is the wave of the future for superintendent evaluation and accountability (Houston, 2001; Lashway, 2002; Sherman 2008). The number one priority for 21st century urban school superintendents is student achievement (Byrd et al., 2007; Lewis, Rice, & Rice, 2011; Rammer, 2007). The most recent data from the Texas Education Agency (2015b) indicates that in addition to economically disadvantaged students, the performance gap among Hispanic students must be addressed by districts across the state. According to the Texas Education Agency (TEA) 2014-2015 Texas Public School Pocket Edition Statistics, Hispanic students represented 52.0%, White students represented 28.9%, African American students repre - sented 12.6%, and Asian students represented 3.9% of the student population in Texas (Texas Education Agency, 2015c). In 2015, there were 2,722,272 Hispanic students enrolled in Texas public schools (Texas Education Agency, 2015c). The 2015 State of Texas Assessments of Academic Readi - ness (STAAR) for all subjects reveal 72% of Hispanic students met the Level II passing standard as compared to 87% of White students in the state of Texas (Texas Education Agency, 2015b). This issue is of critical importance to Texas, where Hispanic students scored 16 percentage points lower than their White counterparts in reading and 12 percentage points lower in math on the 2015 STAAR exam (Texas Education Agency, 2015b). The underachievement of Hispanic students can no longer be over - looked and superintendents must rise to the challenge to imple - ment leadership practices aimed at influencing and increasing the academic performance of Hispanic students. Literature Review Overview Impact of Effective Superintendent Leadership The impact of effective superintendent instructional leadership may be difficult to determine, but it is clear that leadership does matter (Fullan, 2001, 2005, 2006; Marzano, 2003; Waters & Marzano, 2006) and may be key to closing the performance gap. A meta-analysis completed by Waters and Marzano (2006) found the academic achievement of students in a district is directly correlated to superintendent leadership. In addition, a study con - ducted by Leithwood and Jantzi (2008) found five superintendent leadership practices that lead to increases in student achievement. The two studies reported four common leadership behaviors that lead to increases in student achievement. The four specific lead - ership behaviors were: (a) collaborative goal-setting to develop a compelling vision, (b) setting clear, non-negotiable goals for stu - dent achievement, (c) establishing progress monitoring systems for identified goals, and (d) using district resources for structured and sustained professional development aligned to district goals (Leithwood & Jantzi, 2008; Waters & Marzano, 2006).