In order to examine trends in educational reform in Kentucky, two studies of student portfolio evaluations as perceived by Kentucky teachers were described and compared. Under the Kentucky Educational Reform Act, student portfolios can serve as a basis for official evaluation of school performance. The first study, conducted in the fall and spring of the 1992-93 school year was based on surveys conducted by School of Education undergraduates with 260 teachers, most of whom taught fourth, eighth, or twelfth grades. The follow-up study, conducted in the fall of 1993, addressed changes in teachers' opinions and uses of the portfolio projects. Comparison found that all desired more training and opportunities to share experiences in structuring time and integrating portfolios into classroom work generally; that many listed the usefulness of portfolios in programs for parent conferences; that teachers most often wanted more training in how to manage and organize the development of portfolios; that teachers saw growing student interest and competence in the classroom as they assumed ownership of their own work; that students became well motivated to add to their portfolio collections as they saw their own work and the work of their classmates improving; and that student interactions improved at all levels. Appendixes contain study instruments and examples of teachers' responses. (Contains 16 references.) (JB)