This report covers the findings from a cross-site analysis of seven sites that were implementing a discipline-based approach to visual arts education. A discipline-based approach incorporates four art disciplines in the classroom: art history, art criticism, aesthetics, and art making. The study focused on two major areas: (1) factors generating support for a strong substantive art education program in a district's curriculum, and (2) factors influencing the willingness and ability of school districts and teachers to carry out and maintain a discipline-based art program. This volume contains individual case studies of the seven selected sites. Each study illuminates the characteristics of the art program as well as the personalities that have shaped it. Following overview chapters, case studies are presented in the following chapters: "Theory into Practice: The Whitehall (Ohio) Story" (Majorie Wilson); "The District That Could: Art Curriculum Implementation in Hopkins, Minnesota" (Michael Day); "Art Education in the Palo Alto Public Schools" (Elliot W. Eisner); "An Illinois Pair: A Case Study of School Art in Champaign and Decatur" (Robert E. Stake); "Another View from the Bridge: School Art Programs in Brooklyn District 15" (Majorie Wilson); "Diversity and Innovation: Art Education in the Milwaukee Public Schools" (Michael Day); and "Tight Structure, Discipline, and Quality: Art Education in Virginia Beach" (Brent Wilson). (LH)