To examine long-term effects of a fundamental elementary education in Mesa (Arizona), this study assessed student characteristics, academic achievement based on standardized testing, and social interactions based on high school extracurricular activities. Students who had attended the fundamental school for 6 complete years, had remained in the Mesa Public Schools system, and had completed grade 9 or higher were selected to provide adequate longitudinal test data. Two comparison schools were used. Data were collected on standardized testing at grades 6, 9, and 11; Scholastic Aptitude Test and American College Testing program scores; and several characteristics of enrollment patterns and academic achievement. The results show that, compared to students in the comparison schools, students in the study sample: (1) are not remarkably different; (2) score higher on some test subscales at grade 6, but not at grades 9 or 11, or on college entrance examinations; (3) do not take more advanced placement courses; (4) do not achieve more honors, but do participate in more school activities and are in more leadership positions; and (5) have higher percentages of withdrawals to private or home schools and transfers within the district. Similar children learned about equally well regardless of the philosophy of the elementary school they attended. Three figures and nine tables present study findings. (SLD)