This two-part document reports on the summative, district-level evaluation of 33 Dade County (Florida) schools that participated in a 3-year pilot School-Based-Management/Shared Decision-Making (SBM/SDM) program, and describes the operation and impact of selected innovations operating in some of the schools. Evaluation information was drawn from teacher and principal surveys, educational indicators, and the findings of two earlier formative evaluations. The following highlights of the districtwide findings are included: (1) SBM teachers rated their school climate better than non-SBM teachers; (2) teacher expectations, estimations of the impact of the project, and favorable attitudes toward specific aspects of the project decreased over the 3 years; (3) most substantial support for teacher participation in decision-making was noted in the areas of curriculum development and student discipline; (4) teachers reported that "collegiality" was increasingly characteristic of SBM schools; (5) principals rated the efficiency/effectiveness of SDM as "moderate," and felt that the project had made their jobs more difficult; and (6) the suspension and dropout rates of SDM schools declined over the 3 years. The tentative impacts of the following selected innovations are discussed: (1) peer evaluation; (2) different roles for teachers; (3) block scheduling; (4) school-within-a-school; (5) teachers as advisers; and (6) the Berlitz approach to Spanish language instruction. Statistical data are presented in 49 tables and two graphs. Three survey questionnaires are appended. (FMW)