The effect of the Mississippi Performance-Based Accreditation Model on operations in a local school district is examined. Specifically, this report describes the Tupelo, Mississippi school district's experience in producing improved pupil learning. The Mississippi accreditation paradigm is prescriptive. It is an evaluation driven system capable of accommodating diverse approaches to schooling. The Tupelo School District adopted performance-based planning, teaching/learning activity, and evaluation procedures. The state model focuses on the achievement of academic outcomes. It defines six quantifiable components of schooling: leadership, organization, instruction, staff development, climate, and outcomes. These components are compared to Tupelo's school operations. Addenda document the type of change which has occurred as a result of instituting performance-based operating procedures in the Tupelo public schools. (DWH)