In response to a request by the Secondary Education Sub-Committee of its Achievement Task Force, the Council of the Great City Schools surveyed its membership in the fall of 2007 to gather information on a variety of high school reform issues. An electronic file of the survey was emailed to the curriculum directors in each member district in October 2007. Curriculum Directors were asked to collaborate with their colleagues leading high school level curriculum and reform efforts to complete the survey. Surveys were received from 53 of the 66 member districts for a response rate of 80 percent. The data analysis presented refers to the 2006-07 School Year. Respondents were asked to provide information on a range of topics pertaining to the current state of high school reform efforts in the Great City Schools as well as questions regarding district-level policies and practices in the areas of English Language Arts (ELA) and mathematics instruction. Respondents were also asked about the evaluation of current programming and practices, the types of instructional supports being offered for struggling students, and the types of professional development activities being offered to teachers of mathematics and ELA at the secondary school level. Report findings indicate: (1) A variety of approaches to high school reform are being implemented in the Great City Schools; (2) implementation of reform initiatives does not appear to be accompanied by extensive efforts to monitor or evaluate their effectiveness; (3) Collection and use of student assessment data for the placement of ninth grade students in ELA and mathematics courses appears to be widespread; (4) Discrepancies exist between student academic needs and the available supports or interventions for struggling students; (5) Relatively few districts reported conducting formal evaluations of math supports designed to support struggling students; (6) Commonly used academic supports or interventions in both ELA and mathematics were double periods in the content areas, after-school and out-of-school programs, summer school programs, and tutoring; pull=-out interventions are rarely used; and (7) Professional development and support for teachers are key to effective high school reform. (Contains 1 footnote and 9 figures.)