A major study of mathematics and literacy instruction in schools that serve children of poverty is currently being conducted to determine more effective educational practices. The following principal questions are addressed: (1) what new approaches are being attempted in schools serving children of poverty; (2) which of these approaches hold promise; and (3) what combination of factors supports the introduction of promising instructional approaches. This interim report provides preliminary answers by describing current practices in first-, third-, and fifth-grade classrooms in 15 elementary schools in 3 urban, 1 suburban, and 2 rural districts that serve large numbers of children from low-income families. Descriptive results are given for the first 2 years of data collection; final analysis of outcomes will be issued in fall 1991. The following major findings are presented: (1) many teachers are engaged in modest departures from conventional assumptions about instruction in reading, mathematics, and writing; (2) a small number of teachers has made, or is attempting, more fundamental shifts in practice; and (3) state and district requirements and support systems at the school and district levels appear to play critical roles in enabling or inhibiting teachers' adoption of instructional alternatives. The preliminary findings indicate goals that can be achieved by teachers in schools perceived to be doing an average to good job of educating low-income children. Statistical data are presented in 23 tables. A list of 16 references, methodological notes, and 2 data-gathering instruments are appended. (SLD)