Clovis Unified School District (USD) serves about 43,000 students in a city just northeast of Fresno. The district is diverse, serving sizeable groups of Latino/a and Hmong students, and 40% of students are eligible for free or reduced-price lunch. The district's proportion of English learners is below the state average, but students are linguistically diverse, coming from families who speak Spanish, Hmong, Punjabi, or Arabic at home. Clovis USD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students all did better than predicted on California's math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study complements the research series by describing the critical practices and policies within Clovis USD that have promoted student learning, especially among students of color, in the context of the Common Core State Standards (CCSS) and the deeper learning they seek to foster. Through an analysis of interview, documentary, and observational evidence, this case study describes the key factors that helped support student success in Clovis USD.