This research developed a survey that measures the degree to which challenges are experienced by school and district leaders, and teachers, when attempting to implement legislatively required District Improvement Plans (DIPs). The data indicate that there are certainly challenges when implementing DIPs and that teachers report experiencing a greater degree of challenge than leaders. These challenges appear to be in one category which includes loose-coupling of system levels and lack of impact that DIPs have on instruction; the change process as experienced by the organization and individuals within the organization; lack of resources, politics, and policies to support improvement; lack of capacity in leadership and faculty; and a lack of monitoring and communication systems. This study presents statistically significant findings, as well as a framework that can be utilized when developing, implementing, and monitoring DIPs. [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.]