Date of Award


Document Type

Open Access Dissertation


Educational Leadership and Policies


Curriculum and Instruction

First Advisor

Rhonda Jeffries


The purpose of this study was to examine what students see as significant factors that impact their successful high school on-time graduation rates, particularly among Black males in a large South Carolina high school with respect to No Child Left Behind requirements. Through a comparative case study, qualitative research methods were used to identify significant factors, supports and/or barriers to Black male success and achievement of on-time graduation. Through individual interviews and observations of a subgroup of 7 Black males between the ages of 17 to 19, commonalities emerged that led to high school graduation. A comparison using a grounded theory approach (Strauss & Corbin, 1997) and case study method (Glesne, 2010) were used for analysis. By examining their own experiences, both intrinsic and extrinsic, their authentic voices have shed light on what they see as what is needed to achieve on-time graduation. Their perspectives will help to identify a clearer picture of what high schools might do to improve graduation rates. The study found that there are common factors that enable Black male students to accomplish successful, on-time graduation.


© 2013, Sherry Mitchell Eppelsheimer