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School-based decision making (SBDM), a governance element of educational reform, changes the bureaucratic structure that historically provided top-down funding and operational directives for secondary vocational education programs. This article describes a Kentucky study of SBDM high schools during their first three years with operational school councils. Surveys in 1992 and 1994 of school personnel in these schools gathered perceptions about the effect of school councils on vocational education, the integration of vocational and academic education, and the quality of school decisions.