While researchers studied site-based decision-making (SBDM) in depth in the 1990’s,
mostly from the perspective of its effects on student achievement (Hopkins, Munumer,
1999; Bauer & Bogotch, 1997, Bell, 1996)), a dearth of the studies were quantitative in
nature, often comparing student groups’ performance on a pretest and post test
(Leithwood & Menzies, 1998). Results indicate that SBDM does not significantly affect
student achievement (Schuttloffel, (2000; Dempster, 1999; Wohlstetter, 1993; White,
1989); however, few research studies focus on stakeholders’ beliefs about SBDM (Reyes,
Scribner & Scribner, 1999; Hoetger, 1998; Griffin, 1995; Ovando, 1994; Wagstaff &
Reyes, 1993). In this narrative case study, the researcher discerns successful,
unsuccessful, and missing SBDM implementation strategies through stakeholders’ stories
about their experiences on an elementary school SBDM committee in a central Texas
district.
The literature review includes the historical context of early reforms, a description of
localized control, and anticipated SBDM outcomes. The researcher explains theoretical
frames and conflicting research findings including the benefits and pitfalls. Two research
questions frame the study: (1) What are the experiences of stakeholders involved with
SBDM that illustrate the workable, unworkable, and needed implementation strategies?
(2) What themes emerge from stakeholders’ stories that can further inform policy makers
and educational leaders about SBDM implementation strategies that are workable and needed? The study represents each stake holder-group’s narrative; teachers, parents, and
administrators. The district was selected based on its extensive SBDM experience and
recognized district performance rating. The school was selected based on its three-year
improved performance and Dr. Horn’s five-year tenure. The data included the review: (1)
of minutes from SBDM meetings, (2) field notes from observations of SBDM meetings,
(3) of transcripts from individual interviews with SBDM members and non-members, and
(4) a focus group interview with the campus SBDM committee.
Through the emergent themes from their stories, the stakeholders’ perceptions expand the
extant knowledge about and contribute to the practice of SBDM. Policy makers and
educational leaders gain information to further inform the implementation of SBDM.Educational Administratio
