The purpose of this review of literature is to determine if the literature suggests that site-based management increase student achievement. Original research findings done on 19 Michigan Title I schools using the Bureaucracy Theory, Systems Theory, and Human Resource Development Theory was reviewed. Also, qualitative studies on superintendents and principal's perceptions using organizational learning theory was reviewed, and non-experimental, descriptive research designs that compiled survey results from teachers and administrators were reviewed. The review also looked at data collected from leaders of school reform in the 21st century. The review of literature suggests that site-based management can increase student achievement if it is implemented properly. However, the literature points out that most schools districts are not fully implementing all of the core parts of site-based management as it should be, and thus are not seeing the amount of gains in student achievement that is possible. Core parts found in the literature that must be implemented are leadership, vision, support, information, communication, and power. These core parts should be done in a climate of ongoing monitoring, evaluation, and inquiry in order for site-based management to work at improving student achievement.