To substantially raise student achievement, the U.S. must address serious problems in educational leadership. Most analysts support proposals for the initial training and professional development of all principals and superintendents across the board. This type of widespread help is needed, but in the author's view, it is important to concentrate resources specifically on a small nationwide group that has the greatest potential to affect schools--the "Fortune 300" of primary and secondary education. The Fortune 300 includes the superintendents of the 200 largest, mostly urban, school districts; the 50 chief state school officers; and about 50 other national educational leaders, including some from the U.S. Department of Education and others who work for national organizations, foundations, or think tanks. In this article, the author proposes a special university strategy that will provide advanced leadership education to these top school executives. He avers that in order to generate investment in executive development, efforts must be focused on leaders who are serving the highest concentration of low-performing students and on leaders of a new "federal" partnership for education. (Contains 4 endnotes.)