This report describes the attitudes of district school board members about the implementation of school reforms based on the Kentucky Education Reform Act of 1990 (KERA). Information on attitudes toward KERA was gathered by a mail-out, 11-page questionnaire sent to a random sample of 600 local school board members. The questionnaire asked for the school board member's perceptions, opinions, and ideas about these issues: how schools have changed since KERA was introduced; the most positive results and the negative effects of KERA; reliable measures for school improvement; extent to which KERA-initiated programs are working; priorities for improving programs and practices; support of underlying beliefs; support for school reform; stress level of school personnel and students; reactions to frequently recorded statements about the effects of KERA; positions on academic expectations, assessment options, and accountability. Findings are reported on each of these focus issues. As a general evaluation, more than half of school board members surveyed believed that schools had changed for the better since KERA, and two out of three members said they would not want to return to pre-KERA schools. The most positive results of KERA included more financial support for schools, newer teaching and learning strategies, and more support for educational technology. The results are presented in 32 pages of tables. (NAV)