There is considerable research on effective schools, but there is very little research on the impact community crime has on schools and the academic achievement of students. Within the framework of neighborhood effect theory and 90-90-90 schools, this study aimed to determine what adults in effective schools in low-income high minority schools in high-crime areas are doing that is unique when compared to low-crime area schools with similar demographics. Using a mixed-methods approach, survey and interview data was collected from six elementary schools from District X. The findings from 148 surveys (93 from low-crime area schools and 55 from high-crime area schools) and 26 interviews indicated that that there was nothing unique adults in effective high-crime area schools were doing when compared to their counterparts in effective low-crime area schools. However, the findings indicated that in both school types, adults emphasized the importance of meeting students' basic needs prior to academics, as well as the importance of maintaining high expectations for student behavior. In addition to expanding the sample size for future studies, observations should be conducted to identify unique structures and policies that institutionalize effective adult practices in effective high-crime area schools. [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.]