Since 1990, a long-term study has been following the implementation of the Kentucky Education Reform Act (KERA) in 21 schools in 4 rural school districts. This publication summarizes study findings through 1995. Findings across KERA strands suggest that reform would have been unlikely without KERA's extra funding, used to increase teacher salaries, hire additional personnel, and pay for instructional materials. KERA technology funds helped districts plan technology programs and buy hardware. The new high-stakes assessment program and the mandated ungraded primary program have been major drivers of instructional change. Although KERA was conceived as a unified, systemic program, implementation has been primarily strand by strand. Educators have concentrated on practicalities of implementation, rather than philosophical underpinnings. Different parts of the reform have been implemented with widely varying degrees of proficiency and philosophical acceptance. Local educators have too little time to reflect on KERA innovations and understand how the strands were designed to work together. Professional development opportunities have increased, but one-shot workshops still predominate. Communication among teachers and parents have also increased. A chart outlines degrees of implementation and acceptance of various KERA reforms. A supplement discusses findings specific to KERA strands: accountability, assessment, and instruction in grades 4-12 and the Kentucky Instructional Results Information System (KIRIS); school-based decision making; ungraded primary program and continuous progress; and family resource and youth services centers. (SV)