It is argued in this paper that a truly holistic approach to school empowerment would legitimize the student as a stakeholder in the educational process. The initial field testing of two developmentally based student feedback mechanisms is described. Focus groups were used with sixth-grade students to assess the "goodness of fit" between students and their school experiences. Developmentally appropriate focus group questions were designed based on sixth-graders' ability to use active imagination. The responses of these urban students were remarkably similar to those given in interviews conducted with adult workers in large organizations about the quality of work life. Another student assessment feedback mechanism used was the Student Empowerment Report Card, based on motivational climate indicators. It was designed for use with high school students and collaborating adults. In interviews, individual students and adults were asked to grade their schools on specific indicators. This report card format has proven to be a consumer-sensitive school planning tool, linking specific assessment needs with prescriptive action plans. A chart showing the School System Empowerment Report Card is included. (SLD)