Research seeking to evaluate the effectiveness of SBM has been complicated by the complex policies and practices that have been implemented with great variation. Given this difficulty, this book presents findings of a study that sought to understand the ways in which school-based management (SBM) actually operates in a school recognized for its successful self-transformation. The study took place at Jackson Elementary School, a large school located in a low-income area of Los Angeles, California. Data were obtained from observations; interviews with the principal, some staff, and 15 teachers; informal conversations with students, parents, and staff; and document analysis. Chapter 1 presents a review of related literature and outlines the study's conceptual framework and methodology. The second chapter describes the context of the school. Chapters 3 through 6 analyze four conditions that contributed to the successful functioning of the school: (1) a consistent, powerful focus on learning; (2) strong, yet facilitative leadership; (3) a commitment to nurturing a sense of internal and external community; and (4) resources aimed at building the capacity of persons within the community to lead, learn, and teach. Recommendations for policies, structures, and professional development to enhance positive educational change are offered in the final chapter. A conclusion is that although SBM contributes to the organization's success in certain ways, it is by no means the cause of positive work at Jackson. SBM is a promising approach if the goal is to create schools that function more democratically. However, if the reformers' goal is to use SBM to improve student learning, certain conditions must first be in place. An index is included. (Contains 203 references.) (LMI)