The focus of this paper is the degree to which school effectiveness characteristics are alterable from a measurement perspective. The basis for measurement was the Connecticut School Effectiveness Questionnaire. The sample included seven schools which took the questionnaire for the first time between January and June of 1982 and for the second time in June of 1983. Five schools were elementary, one housed grades 7 and 8, and the seventh was a K-8 school. Three of the schools were in large cities, two were in small towns, and two were in rural areas. The first set of pre/post questionnaire data suggest that in schools where teachers and principals are attempting to improve in accordance with research-based school effectiveness practices: (1) changes are more likely to happen in curriculum development, home/school partnerships, principal behavior, assessing student progress, and providing safety and security; (2) changes are less likely to happen in teaching practices and teachers' attitudes; classroom-based variables may be harder to change and take more time than school-based variables; and (3) changes are more likely to happen in schools where the intensity of school improvement efforts are greater. (Author/BW)