The chronic issue of academic failure with children who traditionally have not performed well in school may be due to inadequate, historical practices (Hoover, 2005). In spite of these past; and, in many cases, current failures, some urban schools do implement practices that meet the needs of all students. This study explored the practices that promote reading achievement with African-American students in urban elementary schools.

A qualitative design using a phenomenology approach, and employing the methods of interviews, document reviews, and field notes were used to explore the following questions: (1) How are Hoover's practices of: (a) management; (b) structured, proven reading methods; (c) motivation and high expectations; (d) staff development; (e) student monitoring; and (f) time on task and opportunity to learn evidenced and implemented in urban elementary schools? (2) How are these practices evidenced and implemented in classrooms? (3) What additional practices contribute to the reading achievement of African-American students in urban elementary schools?

A total of 14 participants, including: six certified teachers; four literacy leaders; and four administrators across two public urban elementary schools were interviewed to gain a better understanding of their personal and professional experiences. The data were analyzed using the Constant Comparative analysis technique (Seidman, 1998). Common themes were identified as they were compared across the participant responses, documents, field notes, and literature review. Member checks were employed to ensure that the transcripts and analyzed data accurately reflected the responses of the participants. The major findings of this research study indicated that Hoover's (1978; 2005) six practices were evidenced and implemented on various levels in both schools. Findings revealed that those six practices were manifested through the following 12 essential components: (1) explicit instruction; (2) school accountability; (3) research-based curriculum; (4) ongoing feedback; (5) staff collaboration; (6) diverse selection of materials/resources; (7) formative and summative assessments; (8) learning environments conducive to student learning; (9) incentives; (10) relationship building; (11) relevant staff professional development; and (12) engaging in best practices. In addition, these 12 components were described as indispensable factors within classrooms and schools to help promote reading achievement. Moreover, conclusions emphasized: (1) Classroom strategies and methodologies were reinforced with school-wide practices, policies, and procedures. (2) Practices must be implemented consistently and with fidelity. (3) Collective teacher efficacy was essential for student improvement. (4) The role of effective leadership was integral.

Practical and moral leadership implications are provided. This study informs educational practice because it adds knowledge to fields of study associated with pedagogues and practices for educators who work with urban African-American students.