In spite of all the many strategies used to turn around low performance--new principal, new plan, new textbook, new students, new schedule, new charter--nothing changes unless teaching and learning changes.
There’s nothing easy or fortuitous about the accomplishments of high-performing schools. Their accomplishments represent hard work by smart, dedicated people.  Hard work and dedication are essential, yet insufficient.
It’s all about leadership--principal leadership, teacher leadership, district office leadership, community/school board leadership.
Some leaders help their schools turn around and achieve great results because they generate: Clear purpose, unwavering passion, and powerful persistence, in ways that lead to positive, substantive changes in teaching and learning!

Regarding accountability: In high-performing schools, small and large successes are celebrated often.  Conversations about improvement needs are frank, yet positive. States should be held accountable for establishing systems of support that result in schools and districts exiting “improvement status.”

This presentation delivered by Dr. Joseph F. Johnson, Executive Director of NCUST, explains how the organization's National Excellence in Urban Education Award winners seem to thrive in a culture of continuous improvement, achieving greater and greater accomplishments that exceed expectations.  They stand in stark contrast to other schools (sometimes in the same neighborhoods) that seem trapped in growing school improvement sanctions.

Seven truths about High Performing Title 1 schools:

1. Focus attention on teaching critical standards with greater depth.
2. Offer a well-rounded curriculum--art, music, physical education, and elective courses.
3. Students learn to apply, analyze, synthesize, and evaluate information.
4. Ensure high levels of student understanding.
5. Use assessment as an integral part of teaching.
6. Improve teacher content knowledge and pedagogical skill. Principals are in classrooms 40% or more of the school day.
7. Focus professional development and collaboration time to improving student learning.