This report assesses student perceptions of the Kentucky Education Reform Act (KERA). Individual and focus-group interviews were conducted with approximately 100 students in 6 schools in 3 geographically different school districts across Kentucky. In addition, a brief exit interview was conducted with principals to solicit feedback concerning student interviews and to document to what extent KERA components had been implemented. Sites selected included four rural schools and two urban schools serving junior high and high school students. Student comments indicate that students were knowledgeable and articulate about those aspects of reform that had affected them directly. They also expressed awareness that Kentucky schools and students were below national standards in educational achievement. Students felt KERA might help Kentucky students compete with students from other states for college admission and employment. Though respondents reported increased work associated with KERA such as student writing portfolios, most thought that portfolio work was improving their writing and allowed them to explain their work more thoroughly. For the most part, students enjoyed the additional group work brought about by KERA, noting the importance of improving their communication and interpersonal skills. Students reported that KERA increased stress on teachers and students, including worries that the state might take control of their school if performance was substandard. Implementation of school councils was viewed positively as were extended school services and increasing knowledge of computers and technology. Overall, students thought KERA was having a positive effect on their education. Appendices include site visit letters, student selection instructions, principal survey, and interview protocols. (LP)