A historical baseline report on the Edgewood Independent School District of San Antonio, Texas, was prepared by external evaluators to give direction to the coming evaluation of a National Institute of Education (NIE) Experimental Schools (ES) Program, designed to raise pupil achievement through improved administration and instruction, coupled with high community/parental involvement. The San Antonio, Texas school district, with 90% Mexican American students, was found to be one of the economically poorest in the state. After failure to consolidate with a more affluent district, EISD, under pressure from voters, students, and school personnel who were dissatisfied with inequitable educational opportunities, changes, and facilities, was awarded a grant for the ES Project in 1972. A major hypothesis to be tested was described as "the characteristics and effects of holistic change strategies". Six school sites were chosen, and staff development, planning activities, and curriculum investigations were begun. Four generic areas for further investigation were identified: educational change, socio-economic factors, parental involvement, and fiscal patterns. Finally, negotiation was begun with NIE on the evaluation research design, instrumentation, and reporting systems. (Author/JD)