Black Male Achievement at Hilltop High School: Effectiveness Requiring More Intentionality

• In Event: 26.032 - Analyzing Enrollment, Outcomes, and Excellent Schools for Black and Latino Male Students in the Boston Public Schools

Abstract

Hilltop High School was identified through multiple regression as a Boston school that was doing well by its Black male students, compared to other Boston high schools with similar demographics. It enrolls 1200 students, 48% Black and 43% Latino. Black males at Hilltop represent all three geographical groups: 61% are Black North American, 20% are from the Caribbean, and 18% are from Africa. More than one half of the student body spoke a language other than English first, and more than one third are currently ELLs, significantly higher than the district averages.

The researchers spent three days on site collecting qualitative data in the form of interviews, focus groups, observations, and primary documents to review. Data collection was guided by a theory- and practice-based framework of effective schools using critical race theory, critical pedagogy, multicultural education, and equity of opportunity (CCE, 2014; Ladson-Billings, 1998; Nieto, 2004; Duncan-Andrade, 2008; COSEBOC, 2009; Fergus & Noguera, 2010; Lewis, Butler, Bonner, & Joubert, 2010; Klevan, Villavicencio, & Wulach, 2013; Harper & Williams Jr, 2014). This study was also informed by literature on effective schools (CCE, 2014); indicators are grouped into categories such as Mission, Leadership, School Organization, Curriculum, Instruction, Culture, Family Engagement, and Community Partners. Combined, these theoretical and practical approaches permitted us to examine which pedagogies and practices resonated with Black and Latino male students. The framework was used to develop an initial code structure, while new codes were added as needed throughout the analysis phase.

Preliminary data analysis indicates that a robust school-wide afterschool enrichment program is giving Black and Latino students the opportunity to receive additional instructional time, a quiet and structured environment to do homework, and the opportunity for teachers to better understand and attend to their academic and instructional needs. The school also maintains a specific afterschool program dedicated to its prestigious athletics program, where Black and Latino male students are over-represented. This program, in part, intended to help students maintain academic eligibility to play for their respective athletic teams, seems to have provided Black and Latino male students with less formal, yet rigorous environment to persist in producing proficiency in their classwork and on standardized tests.

Beyond the after-school programs, the school has enacted a mission of being a true “college preparatory” school by developing systems (via Instructional Leadership Teams and Case Management teams) that stress a strong horizontally and vertically aligned instructional academic core, while also being highly attuned to the academic and social needs of their students.

Lastly, the school has a critical mass of adult men of color in leadership roles (Principal, Instructional Leadership Team, Athletic Coaches, Deans) who both advocate for their Black and Latino male students and for whom they have built and earned a strong sense of trust and personal authority.

This case study provides the district with an example of an effective large, comprehensive high school, which through its out-of-school time offerings and strategic hiring has created a personalized school culture that has strong results for Black males.

Author

• Daren Graves, Simmons College