The Research and Development Center for Teacher Education has launched a national study of change at the high school level, involving visits to a national sample of 18 high schools by 2-member research teams who conducted interviews with various constituencies to determine: (1) the types, sources, and purposes of changes in high schools; (2) the key units of change; (3) the key situational factors influencing the change process; and (4) the management of the change process. Based on the initial findings of this study, five symposium papers are presented. In the first paper, "Collecting Data in High Schools: Methods and Madness," Leslie Huling-Austin addresses the problems of collecting data in high schools and describes the methodologies developed. Study findings are presented in the remaining four papers: "Changes in High Schools: What Is Happening--What Is Wanted," by William L. Rutherford and Leslie Huling-Austin; "Community, Context, and Co-Curriculum: Situational Factors Influencing School Improvements in a Study of High Schools," by Suzanne M. Steigelbauer; "Sources of Leadership for Change in High Schools," by Gene E. Hall and Frances M. Guzman; and "Facilitating Change in High Schools: Myths and Management," by Shirley M. Hord. Discussant remarks by Joseph C. Vaughan (symposium chair) and Freda Holley follow the papers. (TE)