The Virginia General Assembly is concerned that "there remains a significant gap between the best- and poorest-performing schools." Even as it acknowledged that most elementary and secondary schools are meeting academic achievement goals, the Assembly proceeded to request that information be collected on best practices used in high-performing schools and school divisions (districts) in the state. The resulting report, Review of Factors and Practices Associated with School Performance in Virginia, presents important findings. The Joint Legislative Audit and Review Commission--established by the legislature as a free-standing agency to make independent and objective performance reviews of state programs and agencies--conducted the study that the legislators requested. The study had two major research components: a quantitative analysis of the measurable factors associated with Standards of Learning (SOL) test results in schools and divisions and a qualitative review of schools and divisions. Project leader Hal Greer noted that researchers analyzed SOL test scores and the variables associated with them and visited 61 public schools in 35 school divisions, including high-scoring schools, low-scoring schools, "challenged schools" that were exceeding predicted test scores, and "challenged schools" with a large increase in test scores. Researchers held structured interviews with 11 superintendents and 61 principals. In addition, they conducted interviews with the state superintendent and with department of education officials, surveyed core-subject teachers in 56 of the 61 schools, and conducted literature and other document reviews.