A 3-year study of decentralization of Alaska schools identified several factors that influenced whether a school was locally controlled and found patterns of control associated in important ways with staff and community attitudes toward school. Information was gathered by surveys and interviews conducted in 28 communities randomly selected to represent all rural Alaska schools. Analysis of patterns of control showed 24% of rural Alaska schools with regionalized control, 40% with localized control, and 36% with "mixed" control. Field studies suggested that the attitudes and values of district superintendents were a major factor in decentralization. Localization of control was also dependent on a stable local administrator with positive attitudes toward the community, stable local school boards that represented community interests, and district policy specifying areas of local authority in school governance. Measures of school climate and satisfaction with school showed significant differences among the three types of control. Administrators and teachers of regionalized schools were somewhat more proud of student academic achievement and learning than those of localized schools. Parents and community adults were particularly satisfied with Native culture and language programs at localized schools. Administrators and teachers at mixed control schools were significantly more likely to have negative expectations of students' ability and achievement than those in any other type of school. (JHZ)