One purpose of this case study was to obtain information on the influence of the Detroit Urban Systemic Initiative (USI) on the frequency of implementation of constructivist-oriented, standards-based science and mathematics instructional practices. Information about the perceived adequacy of the curriculum for standards-based instruction was gathered from data such as a teacher questionnaire, a student questionnaire, and six school case studies. Analysis of the data in the surveys included a comparison across years of the project. In the survey teachers report that they frequently implement instructional practices that promote inquiry learning, ongoing assessment, communities of learners, and that they are involved in planning and decision making about the curriculum. Students were generally in agreement with the teacher reports. Findings also indicate an increase in the use of standards-based teaching practices from 1996 to 1997. Contains 88 references and 6 data tables. (Author/DDR)