This study focused on the implementation of "top-down" California state-initiated reform in secondary schools and the impact of that process on several outcomes: student academic achievement and the capacity of the organization to carry out ongoing reform. The research was part of a broader study of secondary school reform and how the reforms led to school change and school improvement. A case survey approach over one academic year and onsite visits by data collectors a small number of California secondary schools produced student, teacher, administrator, and total school organizational performance outcomes that were then ranked on a scale of 0 to 100 and compared to a similar study of California high schools prior to state-initiated reforms. The differences indicated the amount of change for the performance variables. In addition, interpretative performance categories were determined from the onsite visits. Finally, sites were clustered and compared according to their organizational capacity, defined as performance ratings based on student achievement as assessed by the California Assessment Program test (CAP). Findings indicated that reform implementation was effective due to comprehensive staff training, cooperation, and participation. In turn, the reforms led to CAP score improvements. The results suggest that "top-down" reform succeeds when reform content fits with local school districts' priorities and when schools and school districts transform the reform into their local agenda and context. (JAM)