This report documents how a family of elementary schools in Wards 11 and 12 of the Toronto Board of Education (Ontario, Canada) have carried out their plans for the antiracist education (ARE) mandated by the school board between 1991-92 and 1994-95. Results, based on a variety of data collection methods, reveal areas of accomplishment and challenges still to be met. Among other sources of data were surveys of: (1) 213 parents of students in grades 3 through 8 in 1994-95; (2) 155 teachers in 1992-92 and 71 in 1994-95; (3) 625 students in grades 3 through 8 in 1994-95; and (4) 1,169 elementary school students in 1991-92. Findings indicate that teachers have succeeded in validating the racial and ethnic backgrounds of the students and that curriculum materials have become more reflective of the student population. Racial incidents reported by principals and students have declined during the study period. In addition, teachers have become more willing to acknowledge that racism exists and to take action to deal with racial issues. Much work remains to be done, however. Racial minority parents are not fully satisfied with curriculum materials and think that teacher treatment of minority students and parent participation could be improved. An appendix discusses data collection methods. (Contains 6 tables and 22 references.) (SLD)