The impact of the School Improvement Through Instructional Process (SITIP) program in Maryland schools was studied. The program encouraged application of research on planned change to implement one or more of four instructional models: Active Teaching, Mastery Learning, Student Team Learning, and Teaching Variables of "content" and "time." The study addressed four areas: impact, implementation, dissemination, and technical assistance. The extent of program impact was measured on educators and students through the use of questionnaires, interviews, observation, document analyses, and student assessment. The SITIP design was perceived as: (1) encouraging collaboration between the schools and the State Department of Education; (2) increasing communication using a common knowledge base about school and classroom effectiveness; and (3) helping local education agencies establish cross-hierarchical teams with the purpose of improving instruction. The models were perceived by local educators as having both subjective and objective value. Teachers' positive opinions had as much influence as standardized test data in determining program maintenance or expansion. Teachers' negative opinions or concerns had little influence in determining maintenance or expansion but did influence the relative impact of the project. Twelve tables are included. (JD)