Research findings from various countries on the role of schools in student development are reviewed, with an eye toward promoting a comparative model for research on the subject. First, research is discussed that indicates that schools have little or no effect relative to students' home background and individual qualities (the 1966 Coleman report and its sequels, and the International Association for the Evaluation of Educational Achievement studies during 1973-76). These studies' findings are ambiguous, the author concludes, because the researchers did not allow for different educational objectives under different social systems. More system-specific studies, which indicate that schools do have a significant effect, are then discussed--particularly one in inner city London (Michael Rutter and others) and several in developing countries. Finally, the author presents his own comparative analysis of 61 Quebec schools. Because "academic climate"--especially students'"sense of academic futility"--is the most important predictor of academic achievement, he concludes that the outcome of education depends largely on its objectives. (MCG)