This study was concerned with an investigation and analysis of curricular and administrative change within specific categorically funded language arts programs and was directed toward the discovery and examination of the current status of curriculum development as related to the improvement of instruction and equilization of educational opportunity. Longitudinal case studies were utilized to isolate the specific dependent variable of curriculum development within four selected school systems. The categorically funded language arts programs of these systems were examined as to their relationship with the district funded programs, curriculum planning, inservice education, administrative organization, evaluation, and community involvement. Specific instances of change were utilized as indicators of development. The following are some hypotheses formulated from the observations and specific case studies: (1) Local educational agencies tend to modify the state and federal expectations pertaining to the utilization of categorical aid to reflect local expectations for the implementation of previously planned programming. (2) Categorical aids influence the allocation of resources within local agencies according to the specifications of the aid, but do not re-shape their organizational structures. (Author/LK)