This report was the assessment of the whole-school reform model for developing quality of the learners, undertaken in 250 pilot schools. Its three purposes were a) to study the initial status and the changes in the pilot schools. b) To study whether the implementation of the school reform models achieved its objectives as planned, and to study the extent of the effects and impacts on learners. c) To study the factors and conditions affecting the performance success of the pilot schools. The analysis of the National Pilot Study indicated the appropriateness, the uniqueness in terms of its special characteristics, the accuracy, conformity to the Thai culture and the feasibility of the school reform model. The assessment of the school reform was participatory, collaborative and continuous process. The population consisted of all personnel involving with the provision of basic education in Thailand. The samples consisted of 250 principals, 7,444 schoolteachers and personnel, 6,584 grade 6 and 9 students, 6,653 parents and school board, 44 R&D Teams (a total of 105 researchers); 25 ONEC Team and 40 officers or representatives from the school authority units at the central and regional levels. Questionnaires measuring twice and three times, focus group interviews, and other qualitative techniques were employed for data collection. Data were analyzed using descriptive and advanced inferential statistics and content analysis.

     The major research findings were a) the school reform models underlying the National Pilot Study worked very well in terms of the reform effectiveness, whole school collaboration, equality of school performance, and dynamic of changes. b) Seven factors could account for 54.200 % of variation in the success of the school reform, measuring by the post measurement. They were the pre-measurement of the process and product indicators of the principal, teachers and the students, the parental participation, the principal prestige, school size and proportion of the National, Master and Lead (Spearhead) Teachers. The effects of the principal's process and product indicators were twice as high as the effects of the teacher's process and product indicators, and the students' learning process and outcomes. The results of the structural equation model (SEM) analysis revealed that the theoretical model was valid and fit to the empirical data. The significant factors affecting the project success were all three latent exogenous variables of the principal's and the teacher's performance process, and the students' learning process. The factor loading of the observed variables indicating the latent factors of the principal's and teacher's performance process, were twice as high as the loading of the variables indicating the latent factor of the students' learning process. The total effect of the reform process on the reform success was 0.530, which was rather high. The school size and the number of the National and Master teachers had statistically significant effects on the project success. The content analysis of the qualitative data also supported the above findings.

     The cooperation and collaboration among related institutes, the institutionalization of the school reform, were recommended for policy purposes. The integration, the use of evaluation results, learning by doing and the knowledge sharing activities, the amicable supervision, and the extension of the study to the duty of all stakeholder in investing in the provision of basic education were recommended for school reform. Further research to evaluate continuously and collaboratively the performance of the 250 pilot schools and the further research on school culture and ways of life in school were also recommended.