Two distinct "waves" characterized the efforts to change public schools in the 1980s. The first wave called for increased academic standards (increased graduation requirements, longer school days, and strict accountability standards), but neglected educational practice and the roles that parents, teachers, administrators, and community members played in education. The second wave of reform attempted to compensate for this by focusing on the school as a whole as the important unit of change. This document examines this restructuring movement against the historical background from which it has emerged. It also describes examples of federal, state, school, and district restructuring and suggests that these proposed changes will require teachers, site-based administrators, and individuals in district and state offices to assume significantly different roles and responsibilities. This evolution of the restructuring movement suggests new concerns. Political, fiscal, and organizational barriers may cause problems for future restructuring. Decisions regarding the extent and nature of restructuring should be made considering the goals of particular schools and districts, their available resources, and their organizational and political context. (40 references) (LAP)