In August 2004, the WVDE asked the Appalachia Educational Laboratory at Edvantia, Inc. to evaluate the demonstration project, in order to meet the evaluation and reporting requirements set forth in the law. According to Fink (1993), baseline evaluation data allow for subsequent analyses of the effect or impact of a program. The purpose of this study is to set a baseline prior to full implementation of the PD schools framework. Two evaluation-oriented goals were set: (1) to compare the perception of professional staffs at PD and matching schools across several school quality dimensions; and (2) to see if there are any statistically significant differences between PD and matching schools in student achievement. If differences between PD and matching schools exist, then the evaluators can statistically adjust for such differences in subsequent analyses. Furthermore, statistical significance testing during the baseline year will also allow the evaluators to examine whether PD and matching schools were significantly different prior to full implementation of the PD schools framework. Appended are: (1) Evaluation Instrument Descriptions; (2) Response Rates by School Type, School Name, Number of Staff, and Survey; (3) Subscale Descriptive Statistics and Reliability Estimates for Total Sample by Survey; (4) Descriptive Statistics for MSCI Subscales by School Type and Correlations Among MSCI Subscales; (5) Descriptive Statistics for POSC Subscales of the by School Type and Correlations Among POSC Subscales; (6) Descriptive Statistics for CSIQ Subscales of the by School Type and Correlations Among CSIQ Subscales; and (7) Student Achievement Grade-Level Summaries. [This document was produced by the Appalachia Educational Laboratory at Edvantia, formerly the Appalachian Educational Laboratory (AEL, Inc.).]