This study evaluates interactive television (ITV) demonstration projects placed in Minnesota schools to minimize educational inequities between small, large, urban, and suburban districts. The basic data gathered for the first evaluation included exploratory interviews, document reviews, and case studies. The study found significant implementation delays caused by technical planning, negotiations of inter-district and inter-agency agreements, fundraising, and other factors. Student achievement analyses showed no consistent statistically significant difference in test scores. The paper concludes that the television medium and delivery of course content had no significant impact on student achievement levels. A great deal of interaction between students and teachers during the televised deliveries was observed, and students expressed very favorable attitudes toward the ITV classes. Teachers also expressed generally favorable attitudes about the technology, although they offered caveats involving participation and preparation. The implementation of ITV systems affects school districts in at least three ways: (1) it requires and promotes cooperation among districts; (2) it permits districts to offer an enlarged curriculum; and (3) it provides opportunities for expanded community and adult education. Minnesota's demonstration program has allowed, at least in the short term, the continued independent survival of a number of school districts that would otherwise have been forced to consolidate their programs. (TES)