Findings are presented which provide information about the extent to which fundamental schools (learning in a highly structured setting with instructional emphasis placed on "basic" subjects) at the elementary and junior high school levels in a large school system in Virginia have achieved their objectives. In this report, four schools from the Hampton City Public School system were designated as fundamental schools, three at the elementary level and one at the junior high level. Comparative data were examined for both fundamental and traditional schools. Traditional schools whose demographic characteristics were similar to those of fundamental schools were selected. Statistical methods were those designed to equate groups (e.g., covariance and correlated t-tests). Achievements of the schools were evaluated and discussed in four areas: (1) educational achievement of students, (2) school and classroom learning and behavioral climates, (3) self-concept, and (4) a parents' survey. Students in the fundamental schools performed as well or better on almost all of the comparisons made. The authors felt that their results would not dissuade fundamental school advocates from their strong stance for continuing or expanding the concept in public schools. (The evaluation instruments, the parent survey and the results of the survey are included in the appendix.) (PN)