This report evaluates the implementation of the "Long-Range Magnet School Plan" at Southwest High School, a mathematics and science magnet school in Kansas City, Missouri. The evaluation covers the academic years from 1988-89 through 1990-91. After an executive summary and an introduction that describes the program, the report is presented in five sections. The first section reports enrollment and racial composition data of the school by grade in order to examine enrollment trends prior to and during the program. The second section describes the implementation of the program, and includes information about student transportation, renovation of school facilities, provision of instructional supplies and equipment, staffing, the transition period to facilitate student adjustment, and the science and mathematics focus on a problem-solving learning environment. The third section presents data collected during weekly classroom observations of randomly selected classes. Data indicated a progressive increase in problem-solving activities in the classroom, little progress in infusing mathematics and science across the curriculum, an increased use of in total group instruction, low implementation of experimentation and statistics activities, and a substantial increase in hands-on learning activities. The fourth section reports the perceptions of the teachers, students, and parents towards the program. The fifth section reports the mathematics, science, and reading achievement ratings of Southwest students and compares them to the district for the following tests: Tests of Achievement and Proficiency (TAP); the Missouri Mastery and Achievement Test; and the Degrees of Reading Power. TAP achievement scores were found to be below district and national norms in reading, writing expression, science, and mathematics at all grade levels, with the exception of the mathematics achievement of grade eleven. The following recommendations are included: (1) continue efforts to staff vacant magnet-related resource and teacher positions; (2) increase security and safety at Southwest; (3) increase communication between school and program participants; (4) explore teachers' perceptions that their students are not making academic progress; and (5) consider increasing the instructional emphasis upon reading and written expression skills. (MDH)