Discourse about high poverty schooling generally revolves around three points of view. In the first, equity of school resources is considered to be the key ingredient in school improvement. In the second, no matter the school resources, there are successful high poverty schools, so therefore policy should focus on their example and not use poverty as an excuse for low performance. Finally, some hold that without significant changes in overall social policy and economic opportunity, the impact of school reform will be limited. This article summarizes the main points that emerged in the High Poverty Schooling in America conference which took place on October 13, 2006, at the University of North Carolina-Chapel Hill and incorporates some of the author's reflections about the conference. It focuses on the implications for policy and unresolved research and policy questions. The discussion at the conference mostly represented variants of the first two points of view, but in her keynote address, Gloria Ladson-Billings eloquently raised the challenge the third point of view poses to everyone who sincerely wants to improve educational equity. (Contains 5 notes.)