In the late 1980s, state and district policymakers turned their attention from the number of academic courses to the quality of the core academic content being taught in public schools. This report focuses on the development and progress of standards-based reform in 9 states and 25 districts during 1994 and 1995. The states included California, Connecticut, Florida, Georgia, Kentucky, Minnesota, New Jersey, South Carolina, and Texas. The following 12 points highlight the major findings: (1) In 1994-95, versions of standards-based, systemic change remained a key feature in all 9 states' education policies; (2) discussion of state-level education policy was not as partisan as might be expected; (3) when standards development was slowed, it was often due to difficulties in achieving professional and/or public consensus over the nature and design of particular standards; (4) the nature of the standards altered considerably since the reforms first began; (5) state policymakers defined their standards broadly, while district administrators and teachers often wanted more guidance and support; (6) many districts attempted to match or exceed state initiatives in instructional guidance; (7) state governments were the only source of ideas for standards-based reform at the local level; (8) the expanded array of actors raises concern about the coherence of the messages that local officials receive about good practice; (9) policymakers have begun to address questions about organizational capacity, although their steps have been incremental; (10) states' efforts to address equity were, in general, fragmented or loosely connected to standards reforms; (11) state increases in revenues only kept pace with inflation at a time when local educational responsibilities and costs were growing; and (12) lack of public support and understanding of standards-based reform remained major obstacles to the stability of standards. Seven tables are included. (Contains 74 references.) (LMI)