Results are presented of a study determining the effects of type of junior high school science program on science content achievement and science process achievement in the presence of reading achievement, mathematics achievement, and sex. Two groups of ninth-grade students (N=50) were randomly selected to participate in either an ISCS program or a traditional high school program for three years. Measures of achievement in science content, mathematics, and reading were determined from the SRA Achievement Series; and achievement in the use of science process skills was determined from scores on the Comprehensive Test of Basic Skills - Science. Findings include the results that the type of science program accounted for only 1% of the variability in science content achievement; it also failed to account for any of the variability in science process achievement when the variance shared with sex, reading achievement, and mathematics achievement was removed. (Author/CS)