To assess the progress of students in large urban school districts and to learn more about major reform initiatives taking place in urban schools, a study of 13 large districts was conducted. Of the 13 districts studied, 10 showed increases in the percentage of elementary school students in the highest poverty schools meeting the district or state proficiency standard in either mathematics or reading. Of these 10, 7 showed a narrowing of the achievement gap between students in the highest poverty and low-poverty schools. Six districts showed increases in the percentage of elementary school students in the highest poverty schools demonstrating improvement in both mathematics and reading, and four showed a narrowing of the achievement gap between high- and low-poverty schools. Districts also showed increases in middle school achievement. Overall, school district administrators claim to be putting in place key accountability policies toward the goals of improving schools and raising achievement. However, administrators admitted that a lack of resources, difficulties in aligning district and state goals and policies, and difficult-to-serve student populations may inhibit success. Administrators from eight of the districts cited recruiting and retaining teachers and providing professional development opportunities as the biggest challenges facing the districts. These urban districts appear to have taken important steps in raising standards and implementing standards-based reforms. (SLD)