Student transfers from school to school at the elementary and secondary levels have been increasing for many decades. A proposed typology of major school transfer flows distinguishes between "systemic" transfers, caused by changes in school structures, and "individualistic" transfers, caused by family or individual changes. Within this typology, transfers can be further analyzed by their origins, timing in the school year, severity of student or community responses, and the nature of school programs for new students. Current theories on transfers, drawn from the fields of social organization and social and individual psychology, fail to address the full array of conditions affecting school transfers. Similarly, a review of research literature on student responses to transfers, and on the effects of transfers on students of different ages, reveals an absolute lack of research as well as design deficiencies and inconsistent results in the existing research. Moreover, little information has been gathered on school practices for handling school transfers. Based on the typology and on these criticisms of current knowledge, a research model is proposed that combines individual and background factors, transfer characteristics, school and community characteristics, school programs for transfer students, and student adjustment responses. (Author/RW)