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The learning organization concept has increasing significance for public schools, in the context of higher standards for student performance. Unfortunately, the concept suffers from definitional ambiguity, and few quantitative tools are available to support its assessment or to inform program planning and evaluation efforts. In the context of a larger evaluation, the present article examines the reliability and validity of a new measure of organizational learning: the School Success Profile-Learning Organization (SSP-LO). The reliability and validity of the instrument appear promising. Implications of the results for further research and intervention practice in schools are discussed.