Three organizational characteristics of public school districts were studied in order to determine their effects on the adoption of innovations. The sample was 184 school districts in Illinois. A list of 20 innovations was compiled, and the number actually implemented was reported by district superintendents. The ratio of the number of innovations implemented to the number possible for the district was the measure of a district's innovativeness. Each of the three factors investigated had a positive impact on the adoption of educational innovations by the schools. It is suggested that these organizational factors were influential because increased size and complexity generate specialists who search for new solutions to problems within their areas; and environmental complexity and change pose more complex problems, which must be met by more innovation. Policies and practices for promoting innovation in school districts are proposed. A selected reference list is included. (Author)