This article reports on a national survey designed to learn how medium and large school districts are using standards-based leadership evaluation and related human resource management practices, such as pay for performance. Surveys were sent to all school districts in the United States with student populations 10,000 and over (total n=867). Results from 193 districts are included, representing 22% of the districts sampled. Seventy-two (37%) of the responding districts also provided their principal evaluation instruments. Survey results were analyzed for basic features of standards-based evaluation systems. Instances and features of principal evaluation and performance pay innovations were also explored. The evaluation instruments were content-analyzed and are summarized in this report. Key findings include: (a) high usage of principal evaluation for multiple purposes, (b) a focus on multiple leadership competencies and outcomes, as well as multiple sources of information and evaluation, (c) few instances of standards-based types of principal evaluation, (d) modest usage of the competencies as the basis for human resource practices, (e) little usage, or intent to use, performance pay, and (f) unsystematic evaluation systems, based on analysis of evaluation instruments. The authors conclude with a discussion of their findings and implications for future study. (Contains 7 tables.)