This groundbreaking study fills a significant gap in educational research literature as it explores the problem of persistent and pervasive underachievement by African-American students in the public schools of the United States. Teacher quality, school resources, socio-economic status of students, cultural relevance of curriculum, and school leadership are a few of the factors that contribute to achievement or the lack of it by these students. Lomotey focuses on the impact of the African-American principal's leadership, its effect on the academic achievement of African-American students, and the day-to-day activities associated with school leadership. An early chapter reviews relevant research focusing on the connection between principal leadership and academic achievement in general. The extracted recurring qualities then form the basis for exploring whether African-American principals in more successful African-American schools possess the specific qualities suggested by the research. Lomotey finds that three additional and important characteristics are shared by his sample of principals: a deep commitment to the education of African-American children; a strong compassion for and understanding of both their students and the local community; and a sincere confidence in the ability of all African-American children to learn. The text is enhanced by two dozen tables that present the information discussed. An early chapter details the study's methodology with an overview and discussion of sampling and measurement procedures. Useful to students of educational administration, African American Principals: School Leadership and Success will also be of value in courses focusing on urban studies, school effectiveness, and school leadership. Black Studies programs addressing African-American education in America will find this a most necessary text. African-American educators--scholars and practitioners--as well as parents, community leaders, and other lay people will profit from the up-to-the-minute insights presented here.