The purpose of this paper is to report on the progress of work done by the Consortium for Policy Research in Education on developing valid yet efficient measures of instructional content and its relationship to assessment and standards. The goal is to help develop new methodologies to assess the relationships between what is taught and what is desired to be taught. The report focuses on mathematics and science but also touches on language arts and history. It begins with a brief review of the lessons learned in the Reform Up Close study, which discussed the intended versus the enacted curriculum. The report then discusses the central issues involved in defining and measuring curriculum indicators. This is followed by a discussion about using curriculum indicators in school improvement, program evaluation, and informing policy decisions. Considerable attention is paid to new methods for determining alignment among instruction, assessments, and standards. The report concludes with a discussion of the next steps in the development and expansion of curriculum indicators. Appended are comprehensive lists of mathematics and science topics for elementary, middle, and high schools, and details of mathematics cognitive demands. (Contains 4 figures and 26 references.) (WFA)