In this study, the researcher obtained three years of school-level state testing data from 1,467 Title I elementary schools in the state of Tennessee and analyzed the averages in context of teachers' responses on a state-wide TELL survey. The researcher wanted to see if teachers who taught in low-performing schools perceived the absolute and relative importance of the constructs assessed via the TELL survey differently than teachers who taught in high-performing schools. The researcher found no difference in how the teachers rated the "relative" importance of each of the eight constructs. Teachers in the high-performing schools, however, rated the "absolute" importance of Instructional Practices and Support, Teacher Leadership, School Leadership, and Community Engagement and Support as being significantly more important than did teachers in the low-performing schools. There were no significant differences in how the two groups rated Use of Time, Student Management, Professional Development, and Facilities and Resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]