This 3-year study attempted to identify school and district management practices that produce exemplary urban high schools. Information was gathered from 40 high schools with the following characteristics: (1) offering a comprehensive curriculum with no examination requirements; (2) located in one of the 166 largest and densest central cities; and (3) serving at least 30 percent disadvantaged students and at least 30 percent racial or ethnic minorities. Despite an extensive screening effort, only four of the 40 schools studied were found to have scholastic achievement and attendance rates that qualified them as "exemplary." Nevertheless, a variety of instructional management, organizational management, and district-school co-management practices were identified in the remaining four schools that were were believed to produce exemplary outcomes that could be associated with school effectiveness theory, excellence theory, and collaborative efforts by districts and schools. The study concludes that all three approaches were relevant and complementary in developing a framework for improving practices in urban high schools. Recommendations for further research are suggested. Twenty-seven tables of statistical data and ten vignettes are included. A list of 143 references, field guides for conducting intensive, focused, and interview site visits, and an analysis of practices at four intensive sites are appended. (FMW)