DescriptionThe public school system in the United States is a critical microcosm of society. For far too many students, their school experiences are marked by negative and inequitable treatment on a regular, and often times, daily basis (Brown, 2006). While many students experience hostile conditions, current research suggests that schools may be transformed for the benefit of all students when leaders, teachers, and students embrace a culture of social justice imbedded in fairness, equality, and democracy for all students (Brown 2004; 2006, Marshall & Oliva, 2010, Opfer, 2006, Ottley, 2007, Riehl, 2000, Russo, 2006, Scheurich & McKenzie, 2006, Theoharis, 2008; 2009). Through the concepts outlined in John Rawls’ A Theory of Justice, this dissertation begins to develop a more complete profile of a public high school enacting the principles of fairness and equality through advancing political and social stability that is well ordered and designed to promote social justice for the total school program (Rawls, 1971; 2001).