Despite massive inputs of resources during the last 15 years, and despite numerous "adoptions" of educational innovations, very little significant change has occurred at the school level corresponding to the intended consequences of these innovations. The modal process of change has been characterized by a pattern whereby innovations are developed external to schools and then transmitted to them on a relatively universalistic basis. Instead of innovations being viewed as part of a universe of means, schools are viewed as part of a universe of adopters. This paper is based on a large scale research project involving students, parents, and teachers in 46 Ontario elementary and secondary schools. This study was conducted in order to facilitate students, parents, and teacher understanding of their roles in the educational change process at the school level by gathering, feeding back, and helping to derive action implications of data on the roles and role relationship of these groups and the nature of their involvement in the school. (Author/DEP)