This report examines the characteristics, geographic distributions, and descriptive student outcomes of Model Professional Learning Community (PLC) at Work® Schools in Texas. Model PLC at Work® Schools voluntarily apply for this designation, demonstrating a commitment to collaborative data-driven instructional practices designed to improve student achievement. Using administrative data from the University of Houston Education Research Center (UH-ERC), this study compares Model PLC at Work® Schools to non-designated campuses across student demographics, district types, and STAAR proficiency rates in 2023. Findings indicate that Model PLC at Work® Schools are predominantly located in urban and suburban districts, with fewer schools in rural and non-metropolitan areas. Compared to all Texas schools, Model PLC at Work® Schools serve lower populations of economically disadvantaged and at-risk students but enroll similar percentages of students identified as English learners. STAAR proficiency comparisons reveal that Model PLC at Work® Schools outperform state averages in math, reading language arts (RLA), and science across all poverty levels (as identified by NCES). These results suggest that the PLC at Work® process contributes to higher student achievement, regardless of poverty level. Expanding awareness of and support for high-fidelity implementation of the PLC at Work® process may help extend these benefits to a broader range of Texas schools, particularly in underrepresented rural and high-poverty districts.