Comparisons of the growth in science achievement of 2,000 elementary science students in six elementary science programs used in Southwestern Michigan were made. Relationships between students' ranking in class, the type of school, sex and growth in achievement were sought, as well as relationships among teacher variables (pre-service science training, post-baccalaureate training in science, perception of an experience with curriculum, experience in teaching) and growth in student achievement. Data were obtained with pre- and post-tests, using the science section of the Educational Development Series of the Scholastic Testing Service. Significant relationships were identified between growth in science achievement and type of curricula used, students' ranking in class, teachers' pre-service science training, teachers' post-baccalaureate training in science, and teaching experience. (EB)