This study was designed to investigate, on different levels, several facets of ethnic modification of the curriculum of selected public schools throughout the State of New York. One aspect of the design, on an indepth level, was based on a descriptive analysis of the ethnic studies programs in a sample of schools throughout the State. The data for this analysis was collected by personal interview with school staff members. Another aspect of the design, on a broader level, was based on a comparison of the components of ethnic studies program from a larger number of schools throughout the State. The data for this comparison was collected by a mailed questionnaire. Two instruments were developed: The first was a questionnaire which was administered in an interview. The purpose of the interview was to identify such major factors as historical and environmental perspective, program description, program objectives, population to be served, method, techniques and activities, available instructional resources, staff and personnel, and community involvement. The second instrument was a shorter version of the interview questionnaire. This was a precoded, short-answer questionnaire which was mailed to a representative number of randomly selected schools. A special check list describing ethnic studies programs was developed as a part of this questionnaire. One hundred schools were selected to be personally interviewed and 400 to receive the mailed questionnaire. (Author/JM)