School restructuring reforms have placed an increased emphasis on student outcomes as the primary qualitative measure of education systems. The Texas public school accountability system focuses attention on performance measured by standardized test scores (the Texas Assessment of Academic Skills test), dropout rates, and attendance rates and highlights the relatively poor performance of minority and economically disadvantaged students. Case studies of Adams Elementary, Baldwin Middle, and Chapa High School in Texas provide the opportunity to explore the responses of effective campuses with highly concentrated populations of minority and economically disadvantaged students to new performance expectations and to identify the activities and practices they have adopted. Systemic data collection in the form of interviews, observation, and document analysis show several patterns across the sites, including: (1) provision of high levels of both academic and nonacademic support for students; (2) a strong sense of teacher-parent and teacher-teacher interdependence within the system; and (3) devotion of extraordinary time and effort to students by all staff members across the board. The three campuses show dramatic improvements in some outcomes and steady growth in others, contradicting assertions that high concentrations of minority and economically disadvantaged students excuse poor performance results. (Contains 1 graph, 4 tables, and 11 references.) (MKW)