As of January 1, 2013, 34 states and the District of Columbia have been granted waivers from certain provisions of the Elementary and Secondary Education Act (ESEA). Part of each successful flexibility application was a state accountability system that could identify priority schools (the lowest performing 5% of Title 1 schools) and focus schools (those with the greatest achievement gaps or in which subgroups are furthest behind). This document was written in response to a request made of the Building State Capacity and Productivity Center by a state education agency for information on what other states are doing to assist focus schools and what consequences will be imposed if focus schools fail to improve. This document is an attempt to summarize the states' strategies and consequences for focus schools, primarily from their responses to section 2.3.iii of the flexibility request. The strategies used with focus schools generally include a needs assessment, development and implementation of a school improvement plan that specifically targets the groups with the greatest achievement gaps, monitoring implementation of the plan, and the provision of technical assistance by the state education agency (SEA), local education agency (LEA), regional service center, or outside partner. States vary considerably in the consequences imposed on focus schools that fail to reduce the achievement gaps or increase the graduation rates that resulted in their being classified as focus schools. Of the 34 states and District of Columbia, just over a third (13) do not specify any penalties for focus schools that fail to meet exit criteria within a specified amount of time. (Contains 35 tables and 4 footnotes.)