School leadership practices impact school performance elements, and stakeholder partnerships affect student outcomes, as well as school improvement sustainability. Little information exists regarding impacts leadership practices amalgamated with authentic stakeholder partnerships have on sustainable school turnaround. The purpose of this quantitative ex post facto causal-comparative study was to investigate whether or not blended leadership practices and authentic partnership affect chronic absenteeism, student discipline, graduation rates, academic achievement, and school climate at two high schools in a large city in SW Oklahoma. Five questions guided the research. The first four questions examined whether or not blended transformational/shared leadership strategies tied with authentic stakeholder partnership affected chronic absenteeism, school discipline, graduation rates, and academic achievement as compared to traditional leadership practices, and the fifth question examined the affects said leadership and partnership practices had on school climate. To test the hypotheses regarding what extent blended transformational/shared leadership and stakeholder partnership affect chronic absenteeism, discipline, graduation, academic achievement, and school climate, archived school data was analyzed utilizing Chi tests and Pearson r. The study found that blended transformational/shared leadership practices paired with authentic partnership have some effect on school performance matrixes and school climate. These results imply that schools with school leadership utilizing blended transformational/shared leadership strategies united with authentic stakeholder partnerships are more likely to improve overall school performance matrixes and increase positive school climates. Future research should include examining the same variable but for specific grade cohorts, paid charter schools, and virtual schools, as recent environment changes have changed how children are educated in the United States. [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.]