This paper describes the findings from Mid-continent Research for Education and Learning's (McREL) comparative analysis of the Balanced Leadership Framework and the Interstate School Leaders Licensure Consortium (ISLLC) standards and provides insights about what future standards for school-level leaders should encompass. McREL conducted a comparative analysis using the six key findings in McREL's Balanced Leadership Framework: (1) Principal leadership is positively correlated with student achievement and has an average effect size of .25; (2) Twenty-one leadership responsibilities are positively correlated with student achievement; (3) Principals can have a differential impact on student achievement, meaning that just as principals perceived as strong leaders can have a positive impact, others can have a marginal, or worse, negative impact; (4) Change, expressed as first-order and second-order, is associated with and influences all 21 leadership responsibilities; (5) All 21 leadership responsibilities are positively associated with first-order change; (6) Eleven leadership responsibilities are associated with second-order change, of which seven have positive and four have negative associations. McREL's analysis compared the 184 ISLLC indicators to the 66 leadership practices associated with the 21 leadership responsibilities identified in the meta-analysis. Although elements of many of McREL's leadership practices were found in the ISLLC indicators, there were very few cases of a one-to-one correspondence of a leadership practice and an indicator. There was also evidence of many non-explicit associations between the practices and indicators that were beyond the scope of the analysis. This article describes the findings and other insights gleaned from the analysis.