Research has begun to show that certain schoolwide characteristics--such as student-centered learning environments, leadership, and safety--can be important for improving student outcomes. In keeping with these insights, school improvement efforts around the country are becoming less narrowly focused on the performance of individual students and teachers and more focused on enhancing key aspects of the overall school learning environment. Many districts are attempting to measure these aspects of school climate using surveys of students, parents and teachers. The New York City Department of Education (NYC DOE) was an early adopter of this general approach, launching its School Survey in 2006. Each year since then, the NYC DOE has distributed the Survey to all students in grades 6-12, as well as all teachers and parents throughout the district. The NYC School Survey is the largest education census in the United States, distributed annually to about a million people across 1,800 schools. In 2014, new City and district leadership sought to undertake a comprehensive redesign of the Survey, focused on measuring the aspects of school climate and capacity that research had shown to be important for improving student achievement. Building on a pre-existing collaboration, the Research Alliance for New York City Schools worked closely with the NYC DOE to help develop its "Framework for Great Schools" and to redesign the School Survey, with the goal of capturing information about the Framework's key elements. Research Alliance analyses suggest that this effort has resulted in a much stronger, more reliable Survey. The highly collaborative (and still ongoing) process has also demonstrated how a solid research-practice partnership can inform school district decisions and create useful measurement tools for the field. The Research Alliance has documented some of this work in their "Redesigning the Annual NYC School Survey" collection. These Technical Appendices include: (1) NYC School Survey Source Information; (2) NYC School Survey Items by Measure and Respondent; and (3) Descriptive Statistics, Measurement Properties, Measurement Qualities 2014-2015 Survey. [For the other reports in this collection, see ED591578 (Brief), ED594558 (Introduction), ED594559 (Part I: A Brief History), ED594560 (Part II: The Survey in the Field), ED594561 (Part III: How Strong Are the New Measures?), and ED594562 (Part IV: Exploring Two Approaches to Analyzing Survey Results).]