This study seeks to answer the question: "What policies are in place in each of the 50 states related to state intervention with chronically low-performing schools?" To address this question, the study provides a summary of policies in place related to state interventions with chronically low-performing schools that can inform education leaders, particularly those in states where policies are changing, as they make decisions about how to support school improvement in their lowest-performing schools. The study focused on all 50 states. Regional Educational Laboratory (REL) Central conducted a systematic search of states' laws, regulations, and other publicly available documents. Qualitative data analysis methods were used to identify common themes in the data. The systematic search for legislation proceeded in three steps: (1) Researchers searched the Westlaw database of laws and regulations for each of the 50 states using 12 keyword combinations; (2) Researchers scanned the section titles for each state's statutes and regulations to ensure that all relevant sections were included; and (3) When reading laws and regulations, researchers made note of other legislation that was referenced. If not already located through the previous search steps, these laws and regulations were located and reviewed. This search retrieved 1,370 sections of state laws and regulations. All laws and regulations were imported into MAXQDA qualitative analysis software. To supplement the information contained in laws and regulations, REL Central researchers obtained approved requests for Elementary and Secondary Act (ESEA) flexibility for 43 states from the U.S. Department of Education website (http://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.html). The study authors examined and coded legislation and ESEA flexibility requests and prepared a summary of policies for each state. The summaries included detailed information from these sources for each category of interventions. Six broad categories of policies related to intervening in chronically low-performing schools were identified through the coding process: (1) development or monitoring of school improvement plans; (2) changes in staffing; (3) closing a school; (4) financial incentives or interventions; (5) reforms to the day-to-day operation of the school; and (6) changes related to the entity governing or operating the school. A table is appended.