Public schools across the United States are charged with engaging all students in learning to improve academic performance. Recent studies (Apugo et al., 2023; Sutton et al., 2018) show an unexpected reduction in the achievement of Black girls, specifically, a decline in their graduation rates. For many years, the focus has been on Black males but this negative shift in the performance of Black girls in high schools warrants a closer look, to see why they are not graduating at the same or higher rates than their white counterparts, and what can be done to divert this trend. Given the history and current state of educational reform, I seek to understand how existing policies in a large urban school district in upstate New Amsterdam are working for Black females. I will carry out a CRiT Walk (Hughes & Giles, 2010) through the district attendance, behavior, and Culturally and Linguistically Responsive Initiatives policies, to analyze the efficacy for girls of color. If there is an absence of significant support designed specifically for Black girls, I will propose programming created to encourage academic success for Black girls struggling to remain in high school so they can graduate. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]