2021 utkom Skolinspektionen med rapporten Långvarigt låga kunskapsresultat – Grundskolor som under 10 år haft en hög andel elever utan godkända betyg i alla ämnen. Svensk skola har sedan 1990-talet genomgått en decentralisering och marknadsanpassning. Under samma tid har skolsegregationen i Sverige ökat, skolorna har blivit mer homogena och resultatskillnaderna mellan skolor har ökat. Skolorna i Skolinspektionens rapport har i jämförelse med hela riket en högre andel elever vars föräldrar har låg utbildningsbakgrund, en högre andel elever med utländsk bakgrund samt en högre andel nyinvandrade elever. I denna studie sätts rektors roll och arbete i relation till Skolinspektionens rapport om låga kunskapsresultat. Intervjuer har genomförts med sex rektorer på skolor som finns med i rapporten och intresset har riktats mot deras subjektiva bild av sin skolas resultat, utveckling och framgång. Studien pekar på hur Skolinspektionens och tidigare forsknings diskurs kring skolframgång marginaliseras på skolor med komplext kompensatoriskt uppdrag genom att just dessa skolor påverkas i stor utsträckning av diskurser kring segregation och resultatstyrning av skolan. Studien har fokus på hur rektorer i dessa utsatta skolor erbjuds en rekontextualiserad subjektsposition i sin yrkesroll som marginaliserar Skolinspektionens skolframgångsdiskurs. / In 2021 the Swedish Schools Inspectorate published a report Schools with prolonged low results – Compulsory schools that during 10 years have high proportion of students without passing grades in all subjects (com. author´s translation).  The Swedish school have since the 1990´s passed through a great decentralization and market adjustment. During the same years school segregation in Sweden has increased, the schools have become more homogeneous and the differences in results between schools have increased. The schools in the report of the Swedish Schools Inspectorate have compared to all Swedish schools a higher proportion of students with parents with low level of education, a higher proportion of students with foreign lineage and a higher proportion of student newly arrived to Sweden. In this study the role and work of principals are put in relation to the Swedish Schools Inspectorate´s report about prolonged low results. Interviews have been held with six principals of schools from the report and the interest which is pointed is their subjective description of their schools results, development and improvement.  This study points how the discourse of school improvement of the Swedish Schools Inspectorate and previous research is marginalized at schools with a complex compensatory mission by that they are affected by discourses about segregation and results management of school. The study is focusing on how principals at schools in social-economic fragile areas is offered a recontextualized position as subject in their work that marginalize the Swedish Schools Inspectorate´s discourse of school improvement.