本研究旨在比較芝加哥與肯塔基所實施的學校本位管理（School-Based Management）模式。採用貝爾德（G. Bereday）描述、解釋、併排和比較教育研究方法與步驟，先描述解釋兩地實施SBM的背景與緣起，再列出背景、緣起、制度內容與責任控制等項目，併排比較兩種模式在這些項目上的異同。 本研究發現兩模式間有許多相似處，也若若干相異處。在相似處方面，兩地實施SBM前，學區對學校均擁有實質管理權，而兩地的教育成效均不佳，教育經費的分配也不公平，兩地乃進行全盤式的教育改革立法，實施SBM制，希藉以提升教育品質。兩地的SBM制，均於學校層級設立學校審議委員會，作為自主管理的最高權力組織，也另都建立校內其他人員參與決定的機制。兩模式都授予學校幾乎完全的實質人事決定權，運作維持經費管理權；但校內的課程決定權，則須在上級行政機關的課程架構規範下為之。兩模式都建立了對學校成敗監督的嚴格責任控制方式，包括建立決策公開制度，藉由公眾力量來增進決策的合理化。 另一方面，兩模式也有若干相異處。其中較重要的是，芝加哥的學校審議委員會以家長席次居多；肯塔基則以教師和校長居優勢，且校長係當然主席。芝加哥學校對人事費的自主餘地較少，但擁有人事聘免的決定權；肯塔基學校對校內人事費的運用，有極大的自主權，但解聘校長和教師則須經學區教育局核定。另外，芝加哥以視導評鑑來衡量學校績效，而肯塔基則以學生定期評量的成就來判斷成敗。

　　　　　This paper aimes to compare the school-based management (SBM) models which have been implemented since 1989 in Chicago and 1991 in Kentucky. George Bereday's methods of comparative education are used for the study. After describing, interpreting, juxtaposing and comparing the two SBM models, the conclusions are made. The conclusions are presented as follows. Firstly, the school districts in both area had powerful authority to manage their schools before reforms. However, in both areas, the achievement of schooling was on low ranking postion and the funding policies for schools were unfair. In order to raise the achievement of schooling and to enhance equity of funding schools the SBM policies have been implemented in both areas. Secondly, each school has a school council as the most powerful organization for SBM decision-making in both models. At the same time, school committees are organized to involve the school staffs in both models. Thirdly, the personnel affairs and the basic maintenance money of school are entrusted to each individual school in both areas. But, the curriculum autonomy is limited in both models. Fourthly, the accounting for schooling failure is serious in both of them. Finally, there are also some differences between the two models. Parents are the majority in the school council in chicago, while in kentucky teachers are the majority. Besides, in Chicago, school inspection is the main mechanism for deciding the effectiveness of schools. On the other hand, in Kentucky, a KIRIS system, based on the achievement of the students, has been established to decide the effectiveness of schools.