The purpose of this quantitative study was to determine the extent to which instructional leaders providing principal feedback to teachers with five or more years of teaching experience influence student high value-added growth in urban Ohio middle schools, specifically in regard to their Black students. It examined statistical information between principal feedback, instructional leadership, and cultural responsiveness in middle schools from a sample of Ohio teachers and principals responding to questions on an instrument assessing principal feedback in two Ohio middle schools with high value-added growth serving a majority Black students. Ohio's Spring 2022 National Assessment of Educational Progress (NAEP) data suggest over a 30-point racial gap in reading and math, and principal instructional feedback may be a tool that can be used to address this gap. Thirty participants in northeast Ohio who were teachers, intervention specialists, assistant principals, and principals completed the instrument in the pilot phase regarding principal feedback topics, quantity, and cultural responsiveness. The instrument was revised after incorporating data from the pilot and then administered to 38 principals and teachers in two Ohio middle schools serving Black students with high value-added growth. Data collected from the full study phase showed that the instrument is reliable for measuring instructional leadership and may assist instructional leaders in providing a feedback system deepening teacher understanding of incorporating children's voices within the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]