Now that there are enough school-restructuring experiments to evaluate, one can examine what has been learned about transforming the restructuring concept into reality. Although principals recognize that restructuring will reshape their leadership role, studies show these administrators are pivotal to school-improvement efforts. Fred Newmann differentiates restructuring proposals according to four areas (student experiences, teachers' professional life, school management and leadership, and coordination of community resources) and presents six outcomes (authentic achievement, equity, empowerment, communities of learning, reflective dialogue, and accountability) for evaluating new structures. David Conley brings together findings from research, practice, policy analyses, and reformers' works. His book examines restructuring's rationale and context, changing role and responsibilities, dimensions, and process. Mark Berends' study of 214 schools discusses which of four general schooling categories were most frequently restructured, examines specific criteria met in each category, and speculates about why few of these schools were comprehensively restructured. Valerie Lee and Julia Smith focus on restructuring effects on middle-school students' achievement, engagement with academic work, and at-risk behaviors. Betty Davidson reports on how teachers' roles were affected in four schools that exchanged a top-down structure for a participatory, bottom-up Accelerated Schools model. (MLH)