This study sought to identify schools that efficiently teach economically disadvantaged black children and describe these schools as models for quality urban education in the United States. An effective school was defined as one in which at least 40 percent of the student population was black; gains were demonstrated in student achievement; and minority students did not experience negative desegregation effects. A literature review explored the social climate of effective education and identified the factors that make for effective schooling and learning. Detailed observations of effective schools in Richmond, Virginia, in Baltimore, Maryland, and in New York City were conducted and reported on. The study concluded that the school as an organization and the characteristics of school personnel are more important determinants of achievement than students' family background. Efficient planning, teacher effectiveness, administrators' leadership characteristics, better use of resources, and focus on basic skills were found to be particularly influential in determining school effectiveness. It was suggested that initiation changes within the school would produce better results for poor children than attempts to change family background factors. Furthermore, it was implied that the combined efforts of schools and communities can make effective schools the norm, rather than the exception, for urban schools. (Author/MJL)