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The focus of this study is on Rationale for Persistent Differences in School Performance in National Examinations in which Operational Mechanisms, Physical Infrastructures, Characteristics of teachers, students and parents in various schools across the performance divide are analysed to identify the unique elements that enable some schools to persistently create a culture of being dubbed as "performers" or "non-performers" in Uganda's national examinations which determine the destiny in sharing the benefits of education such as performance based subsidies and meritocracy in life after school.