This evaluation of the quarter system in Austin, Texas, public schools was designed to assess the impact of changes of calendar, curriculum, and other aspects of high school education. The initial first-year evaluation was intended to gather data that could serve as a baseline for examining the long-term effects of these changes. Data were collected on student achievement, teacher and administrator attitudes, and parent opinion. The quarter system evaluation found that the majority of students, teachers, and parents are satisfied with education in Austin. However, several areas of concern were revealed, including student academic achievement, graduation requirements and preparation of students for posthigh school plans, student advising and scheduling, curriculum, communication with parents, and opinion about the year-round school. Graphs and data tables are included. (Author/DS)