The impact of the School Improvement Through Instructional Process (SITIP) program in Maryland schools was evaluated. The program encourages application of research on planned change to implement one or more of four instructional models: (1) Active Teaching--emphasis on direct instruction, review and discussion of homework, individually supervised seatwork, weekly review, and maintenance; (2) Mastery Learning--objectives broken down into prerequisite and component skills, instruction aligned with objectives to be mastered, "no-fault" testing, corrective work, and testing of final mastery of objectives; (3) Student Team Learning--peer tutoring and team competition for facilitating student learning; and (4) Teaching Variables--two variables strongly related to student achievement,"content" and "time," are emphasized, with ongoing observation supporting and evaluating classroom instruction, assessment of prior learning, alignment of curriculum objectives to testing instruments, and evaluation of the effectiveness of student engaged time. This publication contains six sections. Section I is the introduction; section II contains an overview of Maryland's school improvement program. In section III, an evaluation overview is presented. Section IV discusses state initiatives and assistance. Section V outlines local implementation and program impact. Section VI contains the summary and conclusions. Included are 64 tables and 10 charts and figures. (JD)