The efforts of Cleveland's intermediate level mathematics teachers to change their curriculum from computation to a dual emphasis on application and computation are described. This paper reports on the second year of a project to enhance mathematics instruction. A natural history ethnography was conducted, which focused on the work of seven representative teachers and the school and non-school activities of seventh- and eighth-grade students in the four schools in which the teachers taught. Particular attention was given to public housing projects (ghetto neighborhoods). Excerpts from cases are provided. The teachers' pursuit of mathematics curriculum reform was hampered by intrusive and explicit public policy and by the ghetto children's oppositional survival culture. It is concluded that: the American urban context, aggressive state legislation, poorly informed public policy, and prohibitive politics led to expectations of curriculum and instruction that avoid fundamental concerns for learning; the city's most deserving children may be colonialized for life in the projects; and second-wave reform literature may be just rhetoric. A 23-item list of references is included. (SLD)