This study investigated the success of the Dubuque Community School District (Iowa) in meeting its policy goal for equity and diversity through related policies and practices for staff development, curriculum development, and site-based school initiatives. A survey instrument was developed and pilot tested in collaboration with teachers, administrators, community members, and college researchers and was correlated to measure the intervention of 32 hours of staff development through workshops in diversity and student achievement. The 594 teachers employed by the district completed the survey in November 1995, and an additional random sample responded to an open-ended questionnaire during the spring of 1996. All 48 dependent variables showed significant growth in the multicultural attitudes and behaviors of the district, the schools, and the teachers. Even teachers who expressed resentment about the staff development activities acknowledged the positive effect it had in their approach to instruction. The results of the study suggested correlating site-based school reports more closely with the policies and desired practices in order to render more reliable data for policy decision making. The study also indicated that closer collaboration between preservice teacher education programs and school districts may reduce the beginning teachers' knowledge deficiencies in multicultural concepts and practices. Four appendixes contain: two samples of inservice "Respecting Ethnic and Cultural Heritage" (REACH) workshop agendas, a letter to the Chair of the Board of Education, and the survey instruments. (Contains 36 references.) (ND)