As part of Australia's Education and Local Development project, Tasmanian researchers investigated whether the upgrading of district schools to district high schools had contributed to the social, economic, and cultural development of the local areas. For three selected areas (Glenora, Sheffield, and Ouse), researchers gathered financial and enrollment data and interviewed administrators, staff, community leaders, and parents. In all cases, a marked increase in the importance of the secondary section of the schools accompanied the upgrading. Million-dollar, multi-stage physical improvement programs were either in place or projected for each school. All three schools, especially Glenora, showed solid staffing gains since the upgrading and teachers were more highly qualified. Sheffield interviewees agreed that the upgrading was of definite economic importance to the area, noting that the school newspaper made a cultural contribution and that school events offered social opportunities. Ouse interviewees noted some economic benefits to traders but few cultural or social benefits. However, the community utilized the school's new sport facilities. Probably because the Glenora school serves a dispersed area, interviewees there cited fewer economic, social, and cultural influences from the upgrading. Opinion of the educational quality in all three schools was mixed. (SB)