The KIPP (Knowledge Is Power Program) Diamond (Daring Individual Achievers Making Outstanding New Dreams) Academy, housed in Cypress Junior High School in Memphis, Tennessee, opened in the summer of 2002. KIPP goals include enhancement of academic achievement and promotion of positive student leadership through an innovative redesign of traditional junior high and middle school structures. KIPP's foundation is based on the five "pillars" which are part of all KIPP Academies nationwide. The purpose of this evaluation study was to examine the progress made in program implementation, school climate, and student achievement by the KIPP DIAMOND Academy (KIPP:DA). The school began operation during the 2002-2003 academic year. This report provides longitudinal findings from all three academic years in which the KIPP:DA has operated. The study employed a mixed-methods design which encompassed both qualitative and quantitative data. Findings include: (1) The principal, faculty, parents, and the students themselves perceive that students are achieving at KIPP:DA; (2) School climate has declined slightly over the past three years, but remains very positive overall; (3) Regarding the frequency of usage of various traditional and alternative (student-centered) instructional strategies, in year 3, KIPP teachers tended to employ traditional instructional strategies such as direct instruction and independent seatwork, supplementing them with higher-level feedback and questioning. Teachers are optimistic regarding instructional and curricular changes that are planned for the next year; (4) The instability in school leadership led to an uneven year in program implementation. The hiring of a new principal, however, did result in progress during the 2004-05 academic year and also laid the foundation for positive changes during the coming school year. Positive steps have also been taken for the coming year by developing pupil assistance teams and adopting the Voices of Love and Freedom program, which are aimed at addressing student behavior and social skill issues; (5) Teachers remain generally positive about their KIPP experiences; and (6) Parents remain positive regarding KIPP:DA, citing the "innovative ways of teaching" along with smaller classes where teachers pay more attention to students as positive aspects. As with many urban schools, especially secondary schools, actual parental involvement remains a challenge, though the school has taken steps toward establishing an effective two-way communication system, which is often the precursor toward involvement. The report suggests several recommendations for improvements. The following are appended: (1) SOM (School Observation Measure) National Norms for Secondary Schools; and (2) KIPP DIAMOND Academy Parent Questionnaire Comments. (Contains 5 tables.)