This research examined the education system at high-poverty schools that had significantly higher student achievement levels as compared to similar schools with lower student achievement levels. A multischool qualitative case study was conducted of the educational systems where there was a significant difference in the scores achieved on the Pennsylvania System of School Assessment (PSSA) by students compared to similar schools with lower achievement. A case study review of the education environments of schools where students achieved at significantly higher levels was conducted through a completion of a questionnaire by staff and interviewing staff. The factors in Collins' Good to Great framework and Calkins, Guenther, Belfiore, and Lash's readiness model were used to review the school systems. This research reviewed five schools where significant improvement or consistently high achievement was shown on the PSSA. The data collected supported most of the dimensions of Collins' Good to Great framework and Calkins et al.'s readiness model. The strongest support for Collins' framework was found for Level 5 leaders who were ambitious first for the school and had a fierce resolve for the school to succeed. Calkins et al.'s readiness of the school staff to accept and share responsibility for the student achievement was also strongly supported in the research. A factor not identified in these models was a strong emphasis on reading instruction by the 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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]