A synthesis of research on unusually effective schools is presented in this monograph, with a focus on research conducted since 1985. Three major issues are addressed: (1) the viability of the effective school concept in contemporary school reform; (2) the correlation between recent research and basic findings; (3) and the congruency of school level practices with research on classroom and district practices and policies. The first part discusses issues involving the identification of unusually effective schools based on academic achievement criteria, such as effective schools correlates and achievement criteria of effectiveness. The two following major sections address school practices within different contexts--such as grade level, socioeconomic status, and rural schools--and the effectiveness of such practices. Findings indicate that effectiveness correlates should be viewed as prerequisites rather than guarantees of success; that policy and practices at the school level should consider contextual variables and set priorities accordingly; that tests should encourage the development of higher order skills; and that research should focus on both effective teaching skills and school practices. Recommendations for successful change models call for a focus on the single school and a collegial effort between administration and staff. One table and a 13-page bibliography are included. (LMI)