Few of the empirical studies on school restructuring adequately describe the role of site teams in school reform. This paper addresses this gap, an analysis of what site teams do, how they are configured, and how they operate. This paper presents empirical measures of variables relating to the decision-making and communication practices engaged in by site-based teams and uses these variables in a model to predict significant outcomes of site-based decision making. The paper reports the results of a study that used path analysis to test the relationship among resources provided to site councils and analyze communication and decision-making practices and perceived outcomes. The study's sample includes data from site-based council members in 50 schools in New York State. The results, with respect to the support factors that are identified in the study, suggest that the devolution of power from traditional authorities to site-based teams, which is intended with school-site management, may result in the enhanced influence of these teams. What site teams do with this influence, whether it results in better decision-making or improvement in teaching and learning, depends on what happens at the school site and on how the site-based teams practice site-based decision-making. (Contains 32 references.) (RJM)