This document consists of the two issues in the third volume (covering 1993) of "Notes from the Field," a serial documenting a 5-year study of the implementation of the Kentucky Education Reform Act (KERA) of 1990 in four rural Kentucky school districts. The first issue addresses implementation of an ungraded primary program in eight elementary schools. KERA mandates that grades K-3 be replaced with an ungraded primary program through which students progress at their own rates without the stigma of school failure. Critical attributes required for full implementation are: (1) developmentally appropriate practices; (2) multi-age, multi-ability classrooms; (3) continuous progress; (4) authentic assessment; (5) qualitative reporting methods; (6) professional teamwork; and (7) positive parent involvement. Observations reveal that six attributes are being implemented to some degree in most primary classrooms. Implementation of "continuous progress" appears most problematic. The second issue updates the progress of school-based decision making in the four school districts. Only one of seven school councils studied practices balanced decision making, where all members (principal, teachers, and parents) participate as equals in discussions and decisions, as KERA envisages. In three councils, teachers and principals dominate decision making. The remaining three councils serve as advisory groups to the principal and do not appear to be moving toward broader participation. (KS)