Teacher involvement is crucial for the successful implementation of school-based management reform. Evaluation of the Chicago school reform effort is the purpose of this report. An examination of a survey of 100 Chicago teachers in 10 schools resulted in the conclusion that teachers do not consider themselves to be an integral part of the school restructuring process. Responses are categorized according to teachers' opinions of school reform, effects of reform on the schools, suggestions for improvement, the politics of reform, and open-ended comments. Findings indicate that unless school restructuring efforts actively involve teachers in decision making, the quality of education, student retention and graduation rates, teacher autonomy will not improve. (9 references) (LMI)