The roles of urban superintendents are crucial to improving the educational outlook for the neediest students, specifically the African-American males. The roles and responsibilities of the urban school superintendent today are more numerous, complex, and demanding than in the past. The expectations of today's urban superintendents are to be an instructional leader, curriculum reformer, engineer of teacher development, a promoter of academic gains and a politician. This study examined the effective strategies, professional development, resources, and programs urban superintendents utilize to improve the academic achievement for African-American males. This study employed a mixed-methods design to answer the four research questions regarding urban superintendents and the academic achievement for African-American males. Data was collected through a quantitative survey of 23 superintendents and a qualitative interview of four superintendents that was used to support the four research findings. The research study resulted in several key findings. First, urban superintendents need to create a safe, inclusive learning environment for African-American male students with rigorous and relevant curriculum. Second, urban superintendents must provide data-driven, on-going professional development for district leaders, principals, and teachers. Third, urban superintendents are mentoring, monitoring, and meeting with their leadership teams regularly, regular principal meetings, and on-on-one principal meetings as needed. Fourth, effective superintendents establish explicit goals, and targets for African-American male students' performance that are non-negotiable. [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.]