The inequalities between Black and White Americans have left Black people with less education amongst other disparities. In 1954, the U.S. Supreme Court ruling in Brown v. The Board of Education ended racial segregation in public schools. Today, sixty-nine years later, Black children often still attend highly segregated and underfunded schools. These disadvantages have created an achievement gap between Black and Hispanic students and their more affluent White peers. The wide achievement gaps despite school reform initiatives, threaten the academic achievement and success of Black students in school and in life. This dissertation explores how policy and leadership in urban elementary schools impact the promotion of equitable partnerships between the school and the community that benefit the success of Black students and foster a culture of achievement. This phenomenological qualitative study details the impact of equitable school-family-community partnerships that provide all students access to a system of equitable schools. District leaders, school leaders, faculty, staff, parents, and the community must create equitable partnerships that support student success in and out of school. [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.]