Marquis Harvard

Impingement of Black Male Teachers on student academic achievement and cognitive engagement in urban schools: A Hyperlocal Approach to Enhancing Student Success Rates

Marquis R. Harvard and Shed Jackson

ABSTRACT: The role of teachers as merely highly qualified instructors is transforming into a complex network of pedagogy. These teaching and learning practices extend the reach of system mandates to include critically engaging learning. In general, urban schools lack a variety of infrastructure resources including manpower. Teaching personnel at urban schools, who are educating students, carry a remarkable responsibility. Moreover, an effective Black male teacher can have a sustainable impact on student progress and information retention rates. Research was conducted by identifying, surveying and analyzing teacher effectiveness on student performance at urban schools. The research focused on: attendance levels; test scoring; and, graduation rates. Primary research data will show how the occupation of Black male teachers contribute significantly to the educational experience in urban schools. This paper will investigate the influence of Black male teachers in comparison to non Black male teachers on urban schools.