This study found that syllabuses and instructional supplements issued by New York State lacked the amount and kind of information essential for optimal education of African American and other minority group students in inner city schools and have a "chilling effect" on teacher initiative and creativity. The following types of documents were reviewed: (1) key general issuances of the Board of Regents and the State Education Department that set policy parameters for the entire spectrum of educational programs; (2) social studies syllabuses for grades 7 and 8; (3) language arts syllabuses for grades K through 12; and (4) State Education Department supplementary publications relating to black history. The following findings and recommendations for improvement are discussed: (1) the documents appear to adversely impact the academic achievement of African American and other minority students; (2) the content of the syllabuses does not include sufficient amounts of current demographic information about minorities and fails to capitalize on opportunities to infuse facts about minority experiences, history, and contributions; (3) many teachers of minority group students have located and developed materials to fill gaps in the State materials; (4) early intervention and assistance eases the schools' teaching burden and enhances the chances for successful academic performance by otherwise poorly prepared students; and (5) greater attention needs to be given to structured learning and informal activities. A list of 62 references is appended. (FMW)