Scholars have recently explored the relationship between local democracy and education from two distinct perspectives. The first views local democracy as inherently good and offers suggestions for deepening the practice of democracy. The second perspective questions the merits of local democratic control of schools. Contributors to this perspective have focused on tensions between democratic governance and the pursuit of improved student outcomes. This essay assesses recent reform strategies and their implications for democratic practice. Emphasis is placed on how policy design might simultaneously support both the deepening of democracy and improved student outcomes. (Contains 21 notes.)