South Carolina's response to the excellence literature of the early 1980s is called the Education Improvement Act (EIA). This act increased high school graduation requirements, required basic skills testing and standardized observation of teacher candidates, and mandated extensive competency testing and remediation of students. The EIA, like most such legislation, tends to centralize control of, and standardize, many aspects of education, including curriculum and instruction. This study examined the opinions of administrators about the effectiveness of the excellence movement in South Carolina. Participants were selected using linear systematic sampling procedures. For the principal questionnaire the return rate was 67 percent, and for superintendents the rate was 89 percent. According to findings both principals and superintendents believe that education and the quality of beginning teachers has improved. Financial support of the state elementary and secondary education programs has also improved. Control of specific areas of the educational industry has been a major element of the national debate. Responses to questions concerning how much control the state department of education has on teacher evaluation, administrator preparation, curriculum development, and responsibility for funding are reported. Morale of educators is another research area reported. The paper concludes with a note on the weaknesses in the study and a discussion of the findings. (RR)