The purpose of this paper is to offer insights from scholarly literature, related theory, and practical activities that can inform leaders' efforts to allocate resources and create incentives that will result in powerful, equitable learning for all. This document: (1) sketches the context for work and research related to resource allocation practices; (2) presents key ideas that can be used in conceptualizing this issue; (3) describes a range of practices, both commonly undertaken and emerging, that address this issue; and (4) notes central, unanswered questions about practices in the domain that can guide future experimentation and research. The ultimate goal of the paper is to stimulate thinking and inform ongoing attempts to make resource reallocation and incentives more suited to the challenges of today's contexts. The paper is intended for a wide audience, including practitioners, policymakers, researchers, and other stakeholders. It frames the "state of the field" as it is known from existing empirical research. The paper, however, does not attempt to represent the full range of experimentation and activity related to resource reallocation, much of which has not yet been systematically studied. This paper begins with an illustration of some of the leadership challenges that are embedded in the allocation of resources and the provision of incentives with the following vignette. This vignette offers a glimpse of the challenges facing leaders from the perspective of an urban high school. (Contains 1 table and 1 figure.) [This research report was produced in collaboration with The Wallace Foundation, New York, NY.]