This longitudinal study is expanding our previous research and investigating whether or not the current curriculum reform initiative has brought desirable student learning outcomes in relations to instructional correlates and student family background variables. Using a stratified sampling method, the study involved 3,600 students from 60 classrooms from 20 schools; half the classrooms have participated in the reform-curriculum for several years, and the other half have adopted the original curriculum. Multiple indictors of student learning outcomes are being measured at three data points over a period of two years from the beginning of fifth grade to the end of sixth grade. At a student-level analysis, growth models are used to examine the student learning outcomes with time in relation to the curriculum and the family background variables to determine whether improved academic performance, if any, for students in the reformed curriculum classrooms was accompanied with an increased gap due to students' social structural and cultural backgrounds. At a teacher/class-level analysis, the study examines whether or not the teacher/classroom practice factors would moderate differences in change of the student learning outcomes explained by the curriculum factor, the family social structural factor, the family cultural factor respectively.