The Kansas City, Missouri, Long Range Magnet School Plan includes the development of math/science elementary schools. These schools emphasize investigative learning through exploration and problem-solving activities. This document is a formative evaluation of the progress in the implementation of the magnet theme during the 1990-1991 school year of four schools in the program: Gladstone Academy, Three Trails, Mary Harmon Weeks, and Phillis Wheatley. Results indicate that three of the four schools had total school enrollments seven to nine percent below capacity. The schools made progress in their efforts to meet the desegregative expectancies of the district. Class size enrollments indicated that each school has maintained the court-mandated pupil-to-teacher ratio. Observational data indicate that deductive learning skills are being promoted in almost half of the observation intervals, and classroom visits indicate that hands-on learning opportunities are frequent in computer, mathematics, and science settings. Teachers indicate progress in the implementation of the magnet theme. Student and parent perceptions of the science/math program appear favorable. Achievement performance in science, mathematics, and reading in grades K-3 are typically above national norms, while achievement in grades 4-5 are generally below the norm. Non-minority students are typically outscoring minority students. Recommendations call for: (1) continued efforts at racial desegregation; (2) increased opportunities for students to visit science and animal rooms; (3) increased engagement in inquiry-oriented learning in computer classes; (4) increased opportunities for problem solving during math/science instruction; (5) examination of concerns for teachers' physical safety at two schools; and (6) re-examination of reading instruction at the schools. Appendices A and C list the schools' field trips, guest speakers, awards, and activities. Appendix B reports data of teacher, student, and parent perceptions. (MDH)