The purpose of this research was to examine policies and curriculum practices in performing arts secondary schools in the United States. Data were obtained from a survey (including questionnaires, opinionnaires, interviews, and observations) conducted among 55 schools (total number existent in 1980) and visits to 11 selected institutions in the southeastern and midwestern sections of the United States. Results include the following: (1) Most performing arts secondary schools are located in large urban areas because of social forces and the large numbers of potentially talented youngsters; (2) stated purposes for origination were development of magnet schools and need for specialized practical experience in arts; (3) curriculum included at least 10 hours of arts each week plus time equivalent to traditional secondary schools in traditional subjects and extracurricular activities; (4) evolution in 10 years has led to an increase both in quantity and quality of student bodies; (5) an increase in numbers of performing arts secondary schools from five in 1970 to 55 in 1980 to an estimated count of almost 100 in 1985 indicates a rapid growth of such schools, which presages a future impact upon the development of generic secondary schools. (Author/PGD)