Abstract
This study identified the ideologies/beliefs, practices, and leadership roles of three K-8 Independent Black Institutions (IBIs) in African-American communities in California. It also identified the opportunities for continued IBI presence and progress as well as threats that may impede their progress as perceived by site administrators, head teachers, and parents. Each site was a member school of the Council of Independent Black Institutions (CIBIs). The IBIs offered programs characterized by meaningful content, high academic expectations, maximum time on task, and committed teachers. They embodied what choice proponents view as the key for school effectiveness--autonomy. This study revealed a decline in the enthusiasm and participation of IBI parents, the leading source of support when they were first founded, and a shift from a previous study of IBIs which found parent participation a significant characteristic. Three predominant ideologies/beliefs were identified: (1) teaching and preserving Black history and culture; (2) nation building; and (3) the Black value system or the seven principles of the Nguzo Saba. Community relations, staff training, community support, and accountability were the practices that have facilitated the permanency of the IBIs. Public policy influence and marketing were operational areas of concern. The leaders of the IBI study sites were also their founders or co-founders. Their abilities to lead and serve as role models have helped to ensure the IBI's permanence. Other contributing roles included ensuring appropriate curriculum/academics (instructional leader) and ensuring smooth school operations (manager/administrator). Three specific factors perceived by site administrators, head teachers, and parents as opportunities to ensure their school's continued existence were: (1) enhanced marketing and public information, (2) commitment of program participants (current and alumni), and (3) improved program management. Perceived potential threats were: (1) lack of funding resulting in the need for increased marketing and public information, (2) lack of parent participation resulting in increased burdens on small staffs, and (3) lack of parenting skills resulting in undisciplined and disrespectful children.