The No Child Left Behind Act leaves no doubt about the importance of effective reading instruction, setting a national goal for every child to become a proficient reader by the third grade. With 70% of fourth graders from low income families currently unable to read at even a basic level, teachers face a daunting challenge. The schools described in this book, like many schools across the country, are creatively addressing this challenge. The book states that they were chosen based on recommendations of early childhood specialists and that in these schools, teachers and administrators, together with students, families, and the larger community, continually examine, reflect on, and change educational and family engagement practices to meet the needs of an increasingly culturally and economically diverse community of students. The following schools are described in the book: Helen Gordon Child Development Center in Portland, Oregon; Whittier Elementary in Pasco, Washington; Cherry Valley Elementary in Polson, Montana; and Tulalip Elementary in Marysville, Washington. The High-Performing Learning Communities (HPLC) Project (2001) has developed a framework of principles that may be helpful when looking at the accomplishments of the schools described in the book, including: shared vision; challenging curriculum and engaged student learning; supportive organizational structures; collaborative learning community; and proactive community relations. Following the school stories, the book offers annotated lists of multicultural Web sites, including children's author sites and children's books and other educational resources for teaching children from specific cultures. (Contains 94 references.) (NKA)