This study compared the academic achievement and other outcomes of three public fundamental elementary schools with three regular elementary schools in a metropolitan school district. Modeled after the John Marshal Fundamental School in Pasadena, California, which opened in the fall of 1973, fundamental schools differ from regular schools in that they are based on a cooperative agreement among administrators, teachers, parents, and students; teachers and administrators function as authority figures supported by parents; and the curriculum emphasizes discipline and the "3 Rs." The other outcomes investigated included student self-concept and school and classroom learning and behavioral climates. Results indicated that fundamental school students performed as well as or better than other students on standardized achievement tests as well as in self-concept and discipline variables and that behavioral and learning climate ratings were higher in the fundamental schools. (Author/RH)