Poor student mathematics achievement in American public schools, as determined by national and international rankings in math has resulted in public and political pressure to reform our public educational systems. Current federal and state accountability policies and systems have been focused on this issue consistently for almost the last two decades. A tremendous amount of school reforms have occurred effecting both students and stakeholders. However, despite dramatic, timeconsuming, and costly efforts, student achievement wanes and the gaps persist between white and Asian students and students of color. The new paradigm of school management, instructional leadership, has dominated the conversations and several configurations of school designs, curriculum and instructional modifications have been pursued with the goal of finding just the right recipe for student success.