This research, designed to analyze the process of educational policymaking in York State, focused on the role of the formal governmental structure, especially that of the State Legislature. A comparison between interest group leaders' and State legislators' perceptions of the legislature's role revealed some significant differences. Interest group leaders viewed both the governor's office and the legislative leadership as highly centralized with much control over educational policymaking. Legislators saw decisionmaking power as more diffused, and viewed interest group efforts to influence the upper echelon of discisionmakers as relatively ineffective. (RA)