With funding from the Bill and Melinda Gates Foundation, CRESST researchers conducted a multi-year evaluation of a major school reform project at Alain Leroy Locke High School, historically one of California's lowest performing secondary schools. We found the one-year teacher retention rate at GDL in 2010-2011 was 79%; Green Dot Locke teachers, overall, were more highly educated than their LAUSD counterpart (including their peers at neighboring high schools) in 2010-2011; and GDL teachers were more likely to be non-White and teacher staff were more racially diverse than LAUSD teachers. Comparing the teachers who stayed (i.e., "stayers") and those who left ("movers") as of 2010-2011 school year, we did not detect any significant differences in age, gender, years of teaching at GDPS, student growth percentile scores or student course pass rates between movers and stayers. We did find a difference in the percentage of teachers meeting or exceeding the evaluation standards, in favor of stayers, and White and English teachers were more likely to be movers. Exploring the relationship between available multiple measures of teacher quality, we found small correlations, between three evaluation scores and student growth percentile (SGP) scores. We also found small to medium positive relationships between teacher evaluation scores with Tripod measures, and the majority of these were statistically significant. While these correlations are not surprising, they are also not robust. Additionally, there was considerable variation across academies on numerous measures (e.g., teacher survey results, interview accounts). While the purpose of this report was not to investigate or compare professional capacity across academies, this appears to be an important part of the Green Dot Locke story to be examined more closely in the future. Appended are: (1) Teacher Interview Protocol; (2) Principal Interview Protocol; (3) 2010-2011 End Of Year Survey Results; and (4) Interview Comments on Green Dot Core Tenets. (Contains 22 tables, 7 figures and 33 footnotes.)