The impact of school-based management (SBM) on student performance is examined in this digest. The first part describes school-based management and its potential for improving student performance. A review of research concludes that, overall, school-based management has not contributed to consistent or stable improvements in student performance. Reasons for SBM's insignificant impact are attributed to piecemeal implementation, neglect of classroom instruction and curriculum, and lack of teacher authority. A conclusion is that halfway measures do not result in substantially improved student achievement; true school-based management involves radical restructuring that shifts power and accountability from the central office to the school. (13 references) (LMI)