Throughout the 2004 school year, The Science Teacher (TST) feature articles focused on providing inquiry experiences with meaningful assessments in our classrooms. Issue themes focused on developing skills in the classroom for “doing science.” In this issue, some authors emphasized “Interpreting Evidence.” The May 2004 issue of TST continued the tradition of publishing teacher/student/community projects. For most of these projects, students were in the field interpreting evidence and then they provided a service to their community based on their research.