To determine the success of Nebraska's 3-year effort in energy education, an evaluation was conducted to solicit data concerning the effectiveness of on-going energy curricula using teacher responses. These curricula include "Energy Conservation Activity Packets" (ECAP) for elementary programs and "Basic Teaching Units on Energy" (BTU) for secondary programs. An adjunct study was also conducted to assess student attitudes relative to energy conservation attitudes. Rationale for the evaluation, methodology, results (separate sections for ECAP and BTU results), conclusions, and recommendations are included. Supporting documentation in appendices includes: survey instruments and cover letters; non-analyzed ECAP and BTU project data; list of educational service units; dissemination methodology/samples; ECAP pilot schools; and adjunct study (attitudes) materials. Results (based on curriculum users) indicate a need for increased awareness of the existence of energy education curricula, greater administrative support for program implementation, and inservice programs. Results of the adjunct (attitude) study indicate little change in students' energy attitudes during 1979-81, no significant relationship between teacher and student energy attitudes, and a direct relationship between teacher attitudes and teacher concern about energy education as an innovation. The study also found that providing teachers with knowledge of their students' energy attitudes/behaviors increases teachers'"search behavior" for curricular alternatives. (Author/JN)