Second-year outcomes of the Oregon School Improvement and Professional Development Project, which included 54 new and 32 continuing program sites, are presented in this report. Interviews with 187 staff members from 24 sites generated information on program impacts on goal development, assessment activities, school-based management, and professional development. Findings indicate an increase in goal-setting activities and successes attributable to well-designed school missions. Assessment activities became more focused on accountability and elicited increased faculty involvement. The role of the principal was crucial in implementing school-based management, which resulted in improved teacher-administrator relationships and greater teacher autonomy. Faculty acquired greater influence on professional development, and those activities related to academic excellence had the greatest schoolwide impact. Four tables are included. (6 references) (LMI)