In 2001, the National Education Goals Panel commissioned researchers from Vanderbilt University to study the consistent high achievement of African American and Latino students in Department of Defense schools. This digest summarizes the results of their study and presents supporting research that identifies policies and practices that may contribute to the success of these schools. The digest highlights assessment results and achievement gap comparisons, student demographics, and conditions in the academic and social environment of Department of Defense schools that appear to contribute to student academic development. Among these are many in- and out-of-school efforts: DoD commitment and expectations; establishment of goals; effective resource deployment; a culture of high expectations; small school size; flexibility of organization; data-driven decision-making; teacher quality and professional development; pre-school and after school programs; community involvement; alignment between central direction and local decisions; and focus on, and expectations of, high achievement. (SM)