More than 5,300 ASCD members responded to this year's Issues Survey, which provides input to the Association's process for adopting official positions. Among the survey findings: Asked what criteria should be used to define low-performing schools, most respondents (35 percent) chose "multidimensional information, including such things as attendance and evaluation of student work over time." More than half of respondents (54 percent) chose "schoolwide changes in curriculum and instructional strategies" as the most effective interventions for schools identified as low-performing. Asked to identify the key components to supporting teacher professionalism, 42 percent of respondents chose "creating professional settings that include ongoing professional development and mentoring." Most respondents (26 percent) identified "a school climate that engages the voices of students, educators, parents, and community members concerning questions of policy and practice" as the best strategy for educating students about diversity. Asked which strategies educators should use to help students understand and live with global differences, 31 percent of respondents chose "providing students with emotional support and physical safety."