The purpose of this report is to synthesize two other evaluation reports ascertaining the effectiveness of the Scope, Sequence & Coordination (SS&C) project on ninth and tenth grade student achievement of the National Science Education Standards. The overall evaluation utilized a time lag, post-test-only design in which the perceptions and performances of students studying science using current approaches were compared with those of students studying SS&C. The four groups of students were compared on several measures administered each year. This report is divided into two sections. The first section contrasts results of the Grade 9 and Grade 10 comparisons of current and SS&C approaches while the second section examines results for students who participated in SS&C in both grades. All data indicates that both SS&C classes were more inquiry-oriented and more hands-on than the comparison classes. The SS&C project had a substantial effect on the learning environments in participating science classes, creating environments more consistent with the National Science Education Standards. There is little evidence that these changes in classroom behavior produced changes in motivation or achievement levels in students. Data for students who took SS&C for two years support the notion that longer exposure might produce more changes in achievement. (Author/PVD)