Although social science has contributed much to the student of schools, the perspectives of earlier thinkers about school effectiveness can fill some of our present need, too, by emphasizing the social values most important and then applying them as educational standards. Former generations viewed good schools normatively rather than empirically (that is, rather than using test scores as evidence of outcomes). Educators should not abandon normative principles simply because of the existence of standarized test scores. Instead of giving up on applying contemporary school effectiveness research, those interested in improving educational quality should be aware of the limitations of the research--not applying it too broadly or simplistically. Effective schools should be defined as educational settings for teachers as well as students, stimulating teachers to learn as they teach. The Schenley High School Teacher Center in Pittsburgh may be a step in that direction: a school that emphasizes teacher education much as a teaching hospital emphasizes medical education. (JW)