The third-year implementation of Graduation 2010, a districtwide public-school initiative, had its beginnings in brain-based research and involvement from both school and community. The original plan for the program had eight strands: Arts, Music, Foreign Language, Reading/Language Development, Thinking Skills, Health/Emotional Health, Family Involvement, and Community Involvement. Surveys, similar to those used in the previous year, were distributed to principals in the 12 elementary schools and to the superintendent. These administrators were asked to rate the implementation of the original goals of the project from 0 (no implementation) to 5 (full implementation). Based on survey results, implementation was classified as low, moderate, or high for each strand. Based on the complete list of survey items, two strands, Health/Emotional Health and Thinking Skills, were classified as low in implementation. Music, Reading/Language Development, Foreign Language, and Family Involvement were classified as moderate, and the Arts strand was classified as high in implementation. Using the list of goals the steering committee originally set for the 1997-98 school year as the standard, implementation in three strands (Arts, Music, and Foreign Language) would be considered high, implementation in Family Involvement, Health/Emotional Health, and Thinking Skills would be considered moderate, and implementation in Reading and Language Development would be considered low. The degree to which these results agree with the estimation of implementation by the district superintendent is discussed along with precautions and problems of interpreting these results in general. (Author/TES)