This report describes the importance of redesigned high schools to engage full high school communities in the deliberate rethinking of virtually everything, ranging from how time is used, to how adults are deployed, even to the "places"where learning occurs. Essentially, redesigned high schools: (1) have high expectations for all students and are clear about what that means; (2) work hard to build close and deep relationships within the school, connecting adults and students, students with students, and adults with adult; (3) leave almost nothing about teaching and learning to chance; (4) deploy time and other resources equitably and in accordance with student needs rather than only adult preferences; (5) work hard to build the skills and habits that will lead to satisfying lives, constantly challenging both students and adults to work harder and get better, no matter how low- or high-performing they are at the start, providing generous assistance as they struggle to improve; and (6) build bridges between in-school learning and the resources, opportunities and expertise available outside the school walls to assure that students are prepared not only academically, but with a rich set of experiences to enable them to see the relationship between school learning and future opportunities. Some Louisiana high schools are already well along this path, but there are many things that the state can do to support and accelerate the transition from old to new. This report represents a call to action for educators, citizens and policymakers in redesigning Louisiana's high schools. It addresses the inherent problems and impediments to better school outcomes, and makes initial recommendations for improving Louisiana's high schools and strengthening the diploma so that students who follow all the rules won't continue to fall through the cracks between the requirements for graduating from high school and the demands of college and work.