This report evaluates an "effective schools" intervention project, the purpose of which was to improve achievement on proficiency tests in selected Knoxville City Schools (KCS). Six target schools, predominantly serving Knoxville's impoverished areas as identified by Chapter I and census data, were selected to work toward improving proficiency test scores of grade nine pupils. Effective school literature provided the framework for the intervention; school personnel implemented the correlates of effective schools. Students, staff/teachers, and parent/guardians received various "treatments" in keeping with effective schooling elements. The Bureau of Educational Research and Services was called upon to: (1) develop an interim evaluation report covering the first year of operation of this pilot project; and (2) develop and design an evaluation format to be used throughout the rest of the project to guide evaluation efforts. Data were collected, including scores on the State Proficiency Test, anecdotal reports, logs and timetables of activities, and teacher questionnaire data. Based on several analyses of varying degrees of sophistication, the Knoxville City School Proficiency Project was successful in achieving its major purpose of improving the test scores of ninth-graders. As with many effective schools projects, this evaluation was not able to identify which treatments had greatest impact. (LMO)