A study was done to determine whether any community school districts within the purview of New York City Board of Education had been able to integrate the Chancellor's call to action for multicultural education at the Social Action-Decision Making level, which had been designated as the highest level of multicultural curriculum approaches. The research involved surveying 32 elementary school districts serving kindergarten through grade 8. A questionnaire developed for the study covered demographic information, organizing for education that is multicultural, developing curriculum that is multicultural, and staff development. Of 32 multicultural education coordinators surveyed, 11 returned completed questionnaires, for a response rate of 34 percent. Results indicate that: coordinators need more training; coordinators are overloaded with work and underfunded; many unique activities were occurring in schools as a result of developing curriculum that was multicultural; and that the Social Action-Decision Making Approach, although the primary aim along the continuum of reform and restructuring, was rarely used. It was found also that, although race and ethnicity are addressed, very little has been done in incorporating the perspectives of gender, age, and sexual preference; and staff development efforts need to be continued as many staff had not had opportunities for professional development in multicultural education. For the most part, districts now engaged in curriculum development are not using the Social Action-Decision Making Approach. The study questionnaire is appended. (JB)