Several recent studies paint a complex picture of SBB's promise and pitfalls. Some power was decentralized, but district and state constraints allowed schools little discretionary authority. Assisted by substantial new funding over five years, Chicago schools achieved one reform goal-reallocating funds to reduce administrative bureaucracy and equalize interschool finance. Schools with low-income students now have more resources and significantly greater discretion over choosing and providing programs. Regardless of the participatory structures adopted, principals seemed to retain considerable power over expenditures.
Equity remains a problem.
These studies suggest that the mere creation of formal SBB structures may not be a sufficient change to strengthen teacher and parent involvement. Limited access to budgeting information exacerbates the problem. So do sanctions imposed for poor performance. Clarity is needed about SBB's purpose and goals. In the OERI study, the most successful implementations occurred in schools that were actively restructuring their curricula and instruction.