This report provides a historical overview of curriculum development in the public schools of Washington, D.C. Investigation of the pre-emancipation period (1804-1864) shows that curriculum focused on the development of basic skills, moral values, and employment skills. During the period of the dual school system (1864-1954), when public education was provided separately for blacks and whites, developments in curriculum included an increase in the number and variety of subjects and courses at elementary and secondary levels; the rise of junior high schools, vocational education, and special education; and shifts in responsibility for curriculum development from the Board of Education to teachers and administrators. In the post-desegregation period (1954-1982), racial integration and the increase in the number of black students led to the development of the track system and a curriculum for a predominantly urban and black student body. After 1954, curriculum aimed primarily to educate students of low socioeconomic backgrounds and several curriculum plans to improve academic achievement were implemented. The report identifies historical, sociopolitical, educational, and other factors to explain curriculum changes at given periods, suggests that employment has been the fundamental purpose of the school system over the years, and discusses elements that should be considered in proposing curriculum reforms. (Author/MJL)