The purpose of this paper is to identify those programs and processes currently using the components, factors, and behaviors that have been described in the literature as characteristic of more effective schools, and to synthesize findings from these programs and processes carrying out effective schooling practices. Following an introduction, Section II defines what is meant by school improvement programs, principal effectiveness programs, and teacher effectiveness programs in order to distinguish them from more effective schooling programs. An increase in low-income and/or minority students' standardized achievement scores towards the national norm was found to be the chief criterion of effective schooling. Components for realizing this outcome were identified as strong administrative leadership, positive school environment, high expectations, emphasis on basic skills, ongoing assessment, and staff development. In Section III, eight programs chosen on the basis of these criteria are described and evaluated. The programs are in Connecticut, New Jersey, Missouri (two programs), Alaska, Wisconsin, Chicago (Illinois), and New York City. From the models described in this section a methodology emerges for effective program implementation, a generic process described in Section IV as having four vital stages: assessment, planning, implementation, and evaluation. (CMG)