This report provides feedback on the implementation of America's Choice school design in a Florida school district. It seeks evidence of the impacts of the design, focusing on the literacy workshops. The evaluation asks three central questions: Is America's Choice being carried out in the manner envisioned? Are instructional practices of teachers changing in ways that would improve student learning? To what degree can improvements in student achievement be attributed to the design? To answer these questions, researchers compared the performance of students in America's Choice to that of students in other schools in the Duval County school district in northeastern Florida. The data show that students in the America's Choice schools regularly outgained students in other district schools in writing and, to a lesser extent, reading and mathematics. Detectable patterns of effect were strongest in writing; students in America's Choice schools consistently demonstrated higher learning gains than students in other schools in the district. The results were most dramatic in fourth grade. Overall, across grades and subjects, the America's Choice design had an equal effect on white and minority students. In 22 percent of the grades and subjects examined, America's Choice was associated with a statistically significant reduction in the gap in performance between white and minority students by increasing the performance of minority students at a higher rate than white subjects. Appended are: (1) Writing Results by Year, Grade, and Cohort; (2) Reading Results by Year and Grade for Cohort II; (3) Reading and Mathematics Results by Year and Grade for Cohort III; (4) Predicted Writing Performance Gains for White and Minority Students in America's Choice and Other District Schools; (5) Predicted Reading Performance Gains for White and Minority Students in America's Choice and Other District Schools; and (6) Predicted Mathematics Performance Gains for White and Minority Students in America's Choice and Other District Schools. (RJM)