As an increasing number of schools undertake restructuring efforts, an instrument to measure teacher empowerment would be a useful took for researchers and evaluators. Such an instrument was used in a census survey of 10,544 teachers in 307 Venture Capital Schools in Ohio to obtain baseline measures of classroom teachers' participation in school restructuring. Thirteen dimensions of teacher empowerment were identified, and the School Participant Empowerment Scale (P. M. Short and J. S. Rinehart, 1992) was selected as the instrument that best measured these constructs. The Ohio Venture Capital Schools, which comprise about 10% of the state's schools, receive grants from the state for educational improvement. Complete responses from 4,091 classroom teachers in 183 schools were analyzed. Results indicated that the subscales of the School Participant Empowerment Scale should be used with caution. The total score measures teacher empowerment with some redundancy, and the items of the subscales should be reviewed carefully to see if they are measuring different content. Subscales developed in this study may assemble the items from the School Participant Development Scale in a better way. (Contains 20 tables and 26 references.) (SLD)