The causes of low-performing schools are complicated, and the proposed solutions, from increasing school funding and alleviating poverty to replacing personnel and introducing school choice, are often politically contentious. The recent passage of the "Every Student Succeeds Act" (ESSA) requires states to identify struggling schools and use federal monies to improve them -- a task as urgent as it is challenging. The "Every Student Succeeds Act" (ESSA) replaced the "No Child Left Behind Act" (NCLB) in December 2015. Though ESSA preserves federal funding at levels similar to NCLB and maintains a focus on closing achievement gaps, the new law is significantly less prescriptive than its predecessor. Nowhere is this truer than in the requirements for intervening in low-performing schools. Absent the former requirements of prescriptive federal turnaround models, under ESSA, states and districts will need to develop and implement evidence-based approaches to improve underperforming schools. This issue of "re:VISION" intends to equip state policymakers with a set of considerations when crafting their ESSA plan for intervention in low-performing schools.