This report presents a summative evaluation of the first 3 years of the program of Knotts Environmental Science School in the Kansas City School District, Missouri. The school, which serves students in kindergarten through grade 5, began operation in 1988. The report focuses on the enrollment goals; the implementation of the program; the 1990-91 Iowa Tests of Basic Skills (ITBS) and Missouri Mastery and Achievement Test (MMAT) achievement scores; and perceptions of students, parents, and school staff toward the program. Site visits, classroom observations, and field trip and activity records reveal that the magnet theme (environmental science) is being infused in classroom and other activities. Achievement test scores appear in tables 8-10, along with clarifying information. The program perceptions of students and parents were very positive, while the teachers' perceptions were mixed. These responses are portrayed in tables 11-13. Included in the study is a comparison of third- to fifth-grade students from Knotts and a demographically similar traditional school. Problem areas cited by a large minority of teachers included problems with field trips, science resource teacher support, and dissatisfaction with discipline. Concluding recommendations emphasize: (1) the importance of teacher inservice opportunities; (2) an exploration of the dissatisfaction with the field trip process; (3) the need for the formulation of a discipline plan; (4) administrative and instructional staff recommendations for and implementation support of changes stemming from the results of classroom observation data; and (5) administrative support in the utilization of standardized test results. (MCO)