The Illinois State Board of Education's Scientific Literacy Project provided extra funds to certain schools with the intent of creating demonstration schools useful as models for other schools to improve their science education programs. The study described in this document examined the impact of these funds on the target schools and attempted to determine how these schools differed from schools in general within the state. The sample population consisted of elementary teachers in the target schools. The data collection methods included questionnaires, teacher comments, and observations. Findings include the following: (1) despite Scientific Literacy monies, many teachers feel financial support to be inadequate; (2) science is taught more frequently and for longer periods of time; (3) teachers use activity-based science, make use of supplemental curricula, and integrate science with other subjects; and (4) facilities are old and inadequate. The document presents detailed findings in the following areas: demographics; curriculum; instructional process; assessment; leadership; staff effectiveness; school environment; parental involvement; and school-community relations. It also contains implications and recommendations, statistical tables, figures, and graphs. Four appendices include: written survey instrument and cover letter; site survey instrument; list of site survey personnel; and raw data. (JRH)