The purpose of this quantitative study was to analyze high school leadership praxis for its inclusion of students in organizational leadership dialogue and decision-making and the influences of these factors on student achievement and civic participation. Survey questionnaire data were provided by 215 full-time enrolled undergraduate students from a public Southeastern university. Using social design theory and distributed leadership theory as the theoretical foundation, principal component analysis, regression analysis, and a t-test were conducted to develop a valid and reliable survey instrument and analyze the data. The components of organizational leadership dialogue and decision-making found to influence student achievement and civic participation were: providing students with opportunities to consider, discuss, and engage in dialogue concerning different stakeholders' diverse views and values, and to have involvement in decision-making for the school; the school having an effective committee structure; school leaders facilitating effective communication; and stakeholders having an appropriate level of autonomy in decision-making.