This paper presents findings of a study that sought to delineate subtopics within school-effects research (SER). After conducting a literature review and determining initial categories, a survey was conducted of 37 authors who were judged to have made the most significant contribution to SER within the last decade. A total of 28 authors responded. A second, revised survey was then sent to 198 SER researchers and practitioners, which asked participants to rank 12 SER subtopics. A total of 142 responses were received, a 72 percent response rate. Three types of individuals interested in SER were identified--scientists, pragmatists, and humanists. These three types appear to be roughly aligned with the three strands of SER--educational production-function studies, "effective" schools studies, and school-improvement studies. All respondents rated school change and school effects as important subtopics. However, the scientists were most concerned with methodological issues, whereas the humanists and pragmatists ranked teacher-school interaction and context issues highly. An implication is that by delineating subtopics of SER and the critical issues within them, the field of school effects can be advanced. Seven tables and one figure are included. (LMI)