This report explores the literature on developing and sustaining high-performing schools. First, common characteristics of low-performing schools are described, such as the combination of community poverty, low expectations for student achievement, high teacher absenteeism, and high rates of teacher turnover. Schools that succeed despite poverty show a strong focus on the instructional program, a strong planning process focused on improving student achievement, and a culture of collaboration among teaching staff and administration. Some short-term strategies for moving schools forward quickly include aligning written and taught curricula with standards, aligning local and classroom assessment with curriculum, monitoring student progress, and analyzing student achievement data to identify critical needs. Improvement can be sustained by determining the readiness of the faculty and community to change practices, and developing a common vision, mission, values, and core beliefs for student achievement. External facilitation can assist school personnel in assessing needs and developing strategic improvement plans. Federal funds can be targeted to help low-performing schools improve student achievement. To ensure strong school leadership, school districts must provide professional development opportunities for school leaders and establish a culture that encourages distributing leadership functions to members of the school and community. (Contains 53 references.) (RT)