Schools across the nation are experimenting with new forms of decision-making intended to facilitate the restructuring process. To discover whether two of these new forms--school governance groups and formal affiliation with a restructuring movement--affect traditional patterns of influence and authority, the Indiana Education Policy Center School of Education Office conducted a survey of 422 Indiana school presidents, elementary school principals, and secondary school principals. A total of 214 usable responses were received, a 51 percent response rate. Three general conclusions emerged from the data: (1) across all schools surveyed, there appears to have been a general increase in the influence of stakeholders closest to the school site, particularly parents and teachers; (2) despite these reported increases in influence, traditional power relationships among stakeholders appear to have remained relatively stable; and (3) new restructuring initiatives seem to have had only marginal effects on stakeholder influence and decision-making authority in the schools. The data suggest, then, that although restructuring initiatives have facilitated significant changes in authority in some schools, on average the changes that have occurred are relatively minor. (LMI)