This study develops a method for empirically investigating the bureaucratic structure of secondary schools in order to measure student alienation. After a brief review of the literature on bureaucracy and student alienation, the report presents two propositions undergirding the study and the hypotheses tested: (1) while bureaucracy and alienation are dimensionable variables, they can be regarded as integrating concepts under which each of the dimensions is subsumed, and (2) these integrating concepts are positively related to each other. The report notes the implications of this study for future research, draws conclusions, and provides recommendations for improving secondary school organization. (Author/JF)