This report summarizes a comparative study of 15 government-designated community schools (DCSs) and 17 nondesignated schools (NDSs) in Alberta (Canada). To assist decision-makers and to identify for the public the accomplishments of the community school program, the researcher provides baseline data on 10 variables derived from the Alberta government's 10 defining characteristics of community schools: community-related curriculum, parent involvement, collegiality, communitywide involvement in teaching and learning, interagency cooperation, facility adaptation, community use, community issues, and a sense of community. Survey and structured interview questionnaires were developed on the basis of these variables. Respondents included principals and other school leaders, interagency representatives, teachers, students, parents, and community members; 1,646 questionnaires were returned and 206 people were interviewed. Results are presented in 13 statistical tables and 2 pages of graphs. The study's six conclusions indicate, among other things, that DCSs show a greater orientation toward the community and better embody the 10 defining characteristics than do NDSs. The researcher includes six recommendations calling for clearer definitions of certain key terms and citing the need for training programs relevant to community school leadership, volunteerism, and a summative evaluation after 5 years. Six recommendations for further study of community schools are also made, and two appendixes provide a definition of terms and a copy of the principals' questionnaire. (PB)