Teacher empowerment is a cornerstone of educational reform efforts. This study measured dimensions of teacher empowerment with a census of the 3,677 teachers in 169 Ohio public elementary schools initiating self-designed state-funded restructuring. Mailed surveys examined six dimensions of teacher empowerment (decision-making, professional growth, status, self-efficacy, autonomy, and impact). A total of 1,888 teachers (51 percent) in 108 elementary schools (64 percent) completed and returned the surveys. Teachers rated their overall empowerment 3.93 on a 5-point Likert-type scale. Dimensional ratings were status (4.17), professional growth (4.29), self-efficacy (4.21), decision making (3.50), impact (3.69), and autonomy (3.38). There were no statistically significant differences in rating of empowerment by race/ethnicity or academic degree held. The finding of no difference in teachers' ratings of empowerment "across years of teaching experience" indicates that programs to increase skills and knowledge should be implemented at both preservice and inservice levels. Differences in ratings by gender suggest that educating elementary school teachers may require gender-specific guidelines. (Contains 29 references.) (SM)