Preliminary findings of a study that identified characteristics of federally funded change agent programs are presented in this paper. The study examined four federal change agent programs: Elementary and Secondary Education Act (ESEA) Title III, Innovative Projects; ESEA Title VII, Bilingual Projects; Vocational Education Act, Part D, Exemplary Programs; and the Right-to-Read Program. Data from a national survey of 225 projects in 18 states and case studies of 30 projects were analyzed to determine which factors systematically affect the change process. Project designs were categorized by goals, educational approach, change strategy, and resources. Independent variables of the institutional setting--district size, wealth, expenditure per pupil, source of financial funding, community demographics, and the superintendent--were analyzed for their effects on a school district's "innovativeness." The districts most likely to adopt innovative programs were larger; had higher density school enrollments, adequate budgets, higher family incomes, and more experienced superintendents; and were less dependents on state aid. Thirteen tables are included. The appendix contains methodology notes and eight statistical tables. (Contains five references.) (LMI)