| The No Child Left Behind Act has brought new intensity to efforts to reduce the achievement gap and increase student performance. Although studies have identified components known to impact the achievement gap and student achievement, the relationships of these components have not been extensively researched. This study provides quantitative answers to questions about how four key components interrelate and what differentiates high-performing from low-performing, high-needs schools. McREL’s High-Performing, High-Needs (HPHN) study compared two groups of demographically similar, high-needs elementary schools in 10 states. The study identified four key components of school success: Leadership, Professional Community, School Environment, and Instruction. While McREL researchers found interesting differences between high- and low-performing schools, one key finding is that there were no significant differences in the inter-relationships among the four components in either group of schools. This finding suggests that LPHN schools do not need to focus on reorganizing their schools. Collectively, these findings indicate that the priority for high-needs schools seeking to improve student achievement should be on improving school-wide policies and practices, especially through the role of leaders. | 
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