Successful African-American Mathematics Students in Academically Unacceptable High Schools.

This study sought to determine the reasons why successful math-ematics students have been able to thrive in schools labeled academically unacceptable and why they have chosen to stay in these academically unacceptable schools despite having the option to leave. Qualitative methods including group interviews, individual interviews, and open-ended questionnaires were used to address the above issues. The study involved successful math-ematics students, and their mathematics teachers and principals from two high schools deemed academically unacceptable. Results indicate that students attribute their success in mathe-matics to good teachers, and personal character traits (ability to focus, desire to succeed, determination, curious/inquisitive nature, and overall belief in self). Participants chose not to attend better performing schools because they feel comfortable at their current school, and have developed a degree of trust at