For some time now, it has been evident that the policies pursued by the United States to elevate the academic performance of students, particularly those who are most economically disadvantaged, have not produced the results that were promised or hoped for. This paper analyzes the efforts of schools and school districts to improve academic achievement, particularly among students who have historically underperformed. Three cases are presented: (1) Ocean Unified School District (OUSD); (2) Brockton High School (BHS); and (3) Washington High School. The cases are presented to reveal the potential of using deeper learning as a reform strategy that can lead to greater equity in academic outcomes. Equity is the critical challenge facing American education today. By drawing attention to schools that have met these challenges successfully and by identifying the obstacles that have prevented others from obtaining similar results, the hope is that it may be possible to promote greater progress elsewhere.