This research project was organized in three phases. Phase I began with the selection of the high performing urban school site to be studied. Phase II of the study centered on the researcher's study of the school's policies, curriculum, instructional practices, personnel, and related artifacts. The researcher processed, analyzed, and coded all data in accordance to qualitaive standards in order to identify those indigenous practices that impact the success of the school. The findings of the study including the following: 1) School improvement is a multifaceted endeavor that requires the commitment of the entire school community; 2) Schools seeking to improve must strengthen multiple areas such as those identified in the NECA Best Practice Framework (curriculum and academic goals; staff selection, leadership and capacity building; instructional programs, practices, and arrangements; monitoring, compilation, analysis and use of data; recognition, intervention and adjustment); 3) Schools must develop relational trust, maintain instructional program coherence, and establish a professional learning community; and 4) Finally, none of these laudable precepts identified by best practices, relational trust, and instructional program coherence would have any chance without a highly competent principal who embodies respect for the school's students, teachers, and parents. [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.]