In this paper, the authors' investigated whether "Scott Foresman Science" program, a year-long curriculum intended for daily use that provides a sequence of structured and supportive inquiry activities and text materials to develop students' independent investigative skills, is more effective than current science programs in five diverse sites--Federal Way Public Schools (Washington), Ogden City School District (Utah), Reynodsburg City Schools (Ohio), St. Petersburg Catholic Schools (Florida), and Visalia Unified School District (California). Each experiment is reported separately, with detail on the implementation in that location and the specific results for those teachers and students. Although the authors' found no evidence that it improved science achievement beyond the regular programs, boys and girls performed equally well, whereas the control group boys outperformed girls. Results also show that under some conditions the program can enhance reading achievement. (Contains 47 tables, 14 figures and 3 footnotes.) [For research summary, see ED539943.]