Presented is a summary of findings and recommendations provided by the Harvard Study Committee under the auspices of the Massachusetts Advisory Council on Education. The study is mainly concerned with the four National Science Foundation (NSF) programs: Elementary Science Study, Science Curriculum Improvement Study, Science - A Process Approach, and Minnesota Mathematics and Science Teaching. Program contributions to Massachusetts elementary science are analyzed in connection with pupil progress, classroom preparation, community involvement, science specialist help, time for elementary science, and adequacy of teaching guides. Teacher training, science coordinators, principals, financial considerations, and sex-role stereotyping are delineated in detail. The booklet concludes with teachers' perceptions about the NSF curricula and with two tables, one showing operational differences between systems committed to NSF and non-NSF curricula and the other showing strengths and weaknesses of the NSF programs perceived by science coordinators. Included are 13 recommendations; a list of the numbers of systems, classrooms, and buildings involved in the programs; and the percentage of use by grade. (CC)