Since the 1980s, shared decision making (SDM) has become a significant part of school-reform efforts. Advocates say that SDM will improve student learning, create teacher satisfaction, and develop new forms of leadership. This digest presents an overview of research that investigated whether SDM delivers on these promises. Studies indicate that so far there is little consistent evidence that SDM increases student achievement. Teachers generally report feelings of empowerment and are more likely to support collaborative decisions; however, SDM often creates conflict and difficult negotiations among participants. Principals often experience difficulties in changing their leadership roles and finding a balance between showing support and letting go. These early studies suggest that enthusiasm about SDM should be tempered with realism. (Contains 10 references.) (LMI)