In 1988, the Illinois State Legislature passed the Chicago School Reform Act giving local schools significant decision-making authority to restructure management. The Act gives reform-specific powers to a local school council, which is composed of six parents, two community residents, two teachers, and the principal, all elected by their respective constituencies. The teachers' role is set in an advisory capacity that includes making recommendations to the principal with respect to curriculum, school improvement plans, and other educational matters. A summary of significant studies indicates that without teacher input and participation in decision-making, reform has no positive or long-lasting effects. The current study elicited information on the status of school reform from the perspective of educators working in the Chicago Public School system. Subjects, both beginning and experienced teachers (N=19) from one public elementary and one public high school, were asked to complete a survey instrument that solicited opinions in the following areas: (1) general knowledge of local governance; (2) effect of school reform on educational improvements; (3) obstacles to educational improvement under school reform; and (4) general impact of school reform on the schools. A copy of the questionnaire, including responses, is provided. (Contains 14 references.) (LL)