In this article elementary school site decision-making bodies (SDMBs) are examined from a critical theory perspective. Two sites are examined: one with a mandated school site decision-making body and another with a voluntarily established school site decision-making body. A case study format and naturalist methodology that includes semistructured interviews, nonparticipant positioned observations, focus groups, and document analysis are used. Findings suggest relatively no difference between mandated and voluntary SDMBs; parent participation in school governance defined by socioeconomic status (SES); principals as key to school governance implementation; participating parents as trustees of the status quo; and school site decision-making bodies as an ineffective reform strategy. Propositions for consideration and suggestions for adjustments in SDMBs are offered.
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