This report presents results from eight Urban Systemic Initiative (USI) school district surveys conducted during 1999 and 2000. The Survey of Enacted Curriculum is the study component of a National Science Foundation grant on how reform works in USI districts. The study explores the impact of USI programs on student achievement and the learning infrastructure in urban school districts. It will develop an inferential causal model linking USI drivers and other key elements. In addition to classroom practices, the survey collects data on teachers' preservice and inservice education experiences, comparing results from elementary and middle school teachers who received varying amounts of professional development. Some of the findings include: most USI teachers were actively involved in professional development, which focused on content standards, in-depth study of content, curriculum implementation, multiple assessment strategies, and new teaching methods. In science, teachers with high professional development levels reported greater use of multiple assessments than teachers with low professional development levels, particularly elementary teachers. For science and mathematics, state and district frameworks or standards had the greatest positive influence on curriculum, as well as national standards. In this context, differences between teachers with high and low professional development levels were not notable. Appendixes contain content maps, descriptions of instructional activities, descriptive data on teachers participating in the survey, and expectations for students in mathematics and science. (SM)