This paper discusses the work of the Education Trust and other teams of researchers and school leaders. If focuses on one symposium on and five research studies of high-performing, high-poverty schools. The six studies provided information about best practices in school leadership, organization, and instruction. Building on scholarship from the Effective Schools Movement, the studies supported the notion that schools can be accountable for student achievement. The studies all addressed school arrangements in terms of time and human resources and, to a more limited degree, the role of finance in school performance. This paper presents the attributes of high-performing, high-poverty schools with a specific focus on how schools allocated money, time, and human resources. To this end, it summarizes the methodology and questions presented in the six studies. It then discusses the factors that researchers attributed to the schools. It concludes with the author's preliminary position on this line of inquiry and emerging questions about resource allocation in high-performing, high-poverty schools. (Contains 14 references.) (Author/WFA)