If some schools can overcome the powerful and pervasive effects of poverty to become high performing, shouldn't any school be able to do the same? Shouldn't we be compelled to learn from those schools? Although schools alone will never systemically eliminate poverty, high-poverty, high-performing (HP/HP) schools take control of what they can to disrupt the cycle of poverty and close achievement gaps. Learn how educators in these schools build the collaborative leadership capacity to foster a supportive school environment and focus intensely on learning. Based on these lessons and the insights into the complex influence poverty has on children, adolescents, and learning, the authors provide you with a Framework for Action that includes: (1) Values, beliefs, and norms that HP/HP schools exhibit in their leadership practices, school culture, and academic expectations; (2) Ways to increase the school's influence on student, family, and community relationships; (3) Tips on optimizing time, resources, and personnel; and (4) Strategies for eliminating the mind-sets, policies, and practices that are barriers to improving achievement in high-poverty schools. This book synthesizes real-world practices from HP/HP schools; rather than suggesting a one-size-fits-all approach, the authors acknowledge the unique context of individual schools and urge you to engage in self-assessment, reflection, and coordinated action. Rubrics and planning templates throughout the book help you focus and guide your work in Professional Learning Communities and other collaborative learning situations.