This paper outlines three school award programs: the Ford program, the Secretary of Education's Program, and the For Character Program (Chicago). In providing descriptions of each program, the similarities and differences are analyzed. The programs share three basic assumptions: (1) that some schools are better managed than others and that elements of good management can be identified, (2) that administrators will respond to competition, and finally, (3) that enough is known about school effectiveness to justify an award process. The author reflects that the programs are noncompulsory, making them more adaptable and experimental. He also points out that such programs should not be carried out too casually or they will lose their legitimacy. Finally, he feels the award structures should identify a number of "winners" and provide incentives to reward all participants. (MD)