Locally controlled public schools are one of the cornerstones of our nation's democracy, yet many schools are not preparing students for success. Far too many students are not graduating, and many of those who do graduate are woefully unprepared for college or a meaningful career. Successfully initiating and sustaining meaningful improvements in the lowest-performing public schools is a pressing challenge for policy leaders and practitioners nationwide. Local school boards sit at the intersection of federal and state policy and local implementation of reform initiatives. Yet, ongoing efforts to improve public education focus primarily on the role of teachers, principals, and superintendents, as well as state and federal policymakers. Missing from this debate is a robust discussion or examination of the role of local school boards. In light of this disconnect, researchers sought to examine the research available regarding the role of local school boards in targeted improvement efforts and explore emerging practice through interviews with key practitioners in districts engaged in such efforts. As the dominant form of school governance for the foreseeable future, it is critical that we consider strategies to leverage school boards' authority to improve student outcomes. This report outlines methods and key findings, and identifies strategies proposed to more effectively leverage local school boards' potential to play a leading role in catalyzing and sustaining meaningful change that will lead to better outcomes for students. The following are appended: (1) Methodology; (2) Data Collection and Analysis; (3) Interview Participants; and (4) Interview Protocol with Probes. [This report was written with the contributions of Roger Quarles and Kenneth Wong.]