The study addressed the problem of unacceptably low graduation rates of African American high school students. The purpose of the study was to conduct a quantitative correlational explanatory investigation into possible associations between immigration stage and achievement status of African American high school students that puts them on target for graduation. Survey data collected from 273 seniors from five high schools in New York City measured the dependent variable achievement status in high school credits. The independent variable immigrant generational stage was appraised across three generations of African Americans (1st, 2nd and 3rd generations) and weighted in sub-variables of foreign culturally influenced parental style, ethnic capital, and perceived self-efficacy. Data collected were analyzed using analysis of variance, multiple regression and regression statistics. Results indicate generational immigrant stage and self-efficacy are associated with the academic status of the students. Foreign influenced parental style and ethnic capital are not associated with academic status of the demographic. A key finding is first generation students performed better than each subsequent generation of their peers. Implications are that fresh ethnic cultural memory and high self-efficacy beliefs result in better academic outcomes for African American students. The need for culturally ingenious leadership to facilitate ethnic cultural values and promote self-efficacy beliefs of African American students for more favorable academic outcomes is indicated by the results of the study. Certification in cultural competencies relative to the operating context is therefore a prerequisite for educational leaders working among this demographic.