In September 2003, Hudson High School in Hudson, Massachusetts launched two new civic development efforts--clustering and schoolwide governance--and moved into a new building designed to facilitate them. Clustering is designed to achieve a sense of community within a large school by creating small communities of 100 to 150 students. To create common bonds that tie each group together, clusters at the grade 10-12 level are organized around four areas of student interest: communications, media, and the arts; science, health, recreation, and the environment; business, engineering, and technology; and public policy, education, and service. Clusters also form the basic unit of Hudson High's schoolwide governance model, which was derived from the idea of "just communities" within high schools. The belief underpinning schoolwide governance is that students will become more civic minded and engaged if they experience democratic deliberation as part of their school experience. In 2003 the authors began a five-year data collection to assess the progress of the clustering and schoolwide governance intervention. This report describes the implementation of the intervention and presents preliminary findings on the civic development of twelfth graders since the programs were launched. The findings are based on information from four annual twelfth-grade surveys in 2003-2006 and twelfth-grade focus groups conducted in 2006. The questionnaire is appended. (Contains 9 tables and 6 figures.) [This working paper was produced by the Center for Information and Research on Civic Learning and Engagement (CIRCLE).]