This volume summarizes the findings from a cross-site analysis of seven sites that were implementing a discipline-based approach to visual arts education. A discipline-based approach incorporates four art disciplines: art history, art criticism, aesthetics, and art making. The study focused on two major areas: factors generating support for a strong substantive art education program in a district's curriculum, and factors influencing the willingness and ability of school districts and teachers to carry out and maintain a discipline-based art program. The first of four sections proposes the following conclusions: (1) the change to discipline-based art programs requires more than a change in policies and programs--it requires a shift in perspective; (2) to ensure the continuation of these programs, district policies will have to include extensive in-service teacher training, a prescriptive, comprehensive curriculum, and classroom review by district representatives; (3) programs must have politically adept advocates to generate interest in change, moral and financial support of administrators, and the support and commitment of teachers, parents, and students. Section II describes the basic requirements for art programs and considers the factors crucial for success at three stages of change. Section III briefly describes the art programs at the study sites. The section IV addresses the major issues involved in changing to a substantive visual arts program. (LH)