The purpose of this action research study is to understand how public school district administrators' leadership styles impact the success of high school Diversity, Equity, and Inclusion (DEI) initiatives. I used the action research model which included a literature review, Cycle 1 interviews and data analysis, and Cycle 2 action step implementation and evaluation. The overarching research question was "How can district-level public school administrators most effectively support equity and social justice work in high schools?" Cycle 1 interviews were conducted with the superintendent, former School Committee member, teachers, school-based administrators, and recent alumnus. Cycle 1 data analysis showed that equity-minded leaders reflect on their beliefs, biases, and personal experiences, are realistic about barriers, and center students while building collaborative action. In Cycle 2, I created action steps that applied these qualities of equity-minded leadership and evaluated the results. Data collected included analytical memos, field notes, and second interviews. As a result, I gained a deep understanding of the impact of equity-minded leadership. Specifically, it was found that an effective district-level equity-minded leader must center students' futures. Equity-minded leaders must support the creation of spaces and routines for classroom teachers and administrators to practice having conversations about equity and social justice. Finally, equity-minded leaders must focus on creating an equity and social justice "fabric," not "initiatives." As a result of this action research, recommendations have been developed for effective and impactful equity-minded public school district-level leadership. [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/en-US/products/dissertations/individuals.shtml.]