Findings of three studies that investigated the extent of school restructuring in American schools are presented in this paper. The data are combined from three different sources: (1) a national survey of 268 schools nominated for their successful restructuring programs; (2) a survey of 100 restructuring proposals submitted to a funding organization; and (3) a national random sample of 377 middle schools. Schools involved in restructuring tend to make changes in four general areas--student experience, teacher experience, school governance, and school-community collaboration. Taken together, the three studies indicate that the elements of school restructuring are not being widely adopted. In the first sample cited, schools made changes in teaching techniques, but few changed their governance structures or community relationships. In the middle-school study, less ability grouping and departmentalization tended to equalize academic achievement among social classes, though the average achievement level did not increase. Three tables are included. (LMI)