An analysis of student achievement and the ethnicity of students and instructional staff in the Syracuse (New York) City School District found a need to develop a multicultural curriculum that would ensure equal educational opportunity. A comparison of the scores of White, Black, and Hispanic elementary and middle school students on the IOWA Standardized Tests of reading and mathematics achievement showed the following: (1) the percentage of Black students needing remediation was more than double the percentage of White students; (2) there was a higher percentage of Hispanic students in the low range of performance than either Blacks or Whites; and (3) the percentage of White students in the high range of performance was generally four to five times larger than the percentage of Black or Hispanic students. An analysis of the ethnicity of teachers, administrators, and teaching assistants found that the racial/ethnic composition of the staff was not comparable to the racial/ethnic distribution of the students concentrated in urban schools. Recommendations for improvement are suggested in the following areas: (1) curriculum; (2) staff development; (3) staff recruitment; (4) parent and community involvement; and (5) elementary and middle school programming. Five graphs containing statistical data and a list of four references are appended. (FMW)