Part one of this article described the first two stages that schools move through as they learn to link data to higher student achievement. In stage one, schools make initial efforts to contextualize the many data sources available, but their data analysis is mostly for its own sake. In stage two--using data to improve educational efficiency--the school does everything it can to maximize the performance of students who are on the verge of moving to the next level and thereby get as many as possible over the bar. For schools to reach the ever increasing standards of No Child Left Behind (NCLB), they must do more than push marginal students over the next NCLB threshold. Moreover, to reach a plane of sustained growth and improvement, they must develop transformational ways of working and produce fundamentally different kinds of results. This article discusses the move to stage three--analysis for sustained achievement--which requires that a school adopt a core belief that all its students can perform to higher standards. In this stage, schools combine data analysis and organizational reform to create an environment driven by an abiding belief that all students can and will meet the standards. This is a major shift in the way schools operate, and it requires careful collection and analysis of data to sustain its implementation and maintain its progress. In this article, the author describes some strategies used by stage-three schools to deliver targeted instructional efforts for students at all levels, including the advanced and those thought incapable of reaching proficiency. [For Part One, see EJ712718.]