To assist in the process of improving writing instruction, a study assessed the status of writing in the District of Columbia Public Schools. The study consisted of four components: a teacher survey; a student survey; principal interviews; and a curriculum assessment. The teacher survey was administered to 897 teachers in 34 schools and the student survey was administered to 2,394 students in 26 schools during December 1986 through March 1987. Principals at 12 schools (four elementary, four junior high/middle school, and four senior high) were interviewed during March and April 1987. Results indicated that students, teachers, and principals were supportive of instructional efforts in writing. However, multiple-choice, fill-in-the-blank, and sentence completion items were among the types of in-class activities identified as writing most frequently assigned. Essays, book reports, journals, and creative writing were not reported to be common in-class writing activities. Findings also showed that many teachers lack recent, formal exposure to process writing and writing across the curriculum. (Thirty-eight tables are included, and 15 references are appended.) (MM)