This paper highlights findings of school effectiveness research, identifies major criticisms connected with that research, and discusses implications for dissemination. An ample bibliography follows. Twelve characteristics are associated with quality schools, including high level of teacher expectation, frequent classroom visitation by principals, and parent-initiated involvement. Such factors have limited reliability, however, because effectiveness is too specifically defined, student populations are unstable, and research instruments tend to be invalid. Practitioners should also know that most research has been conducted at the elementary level, that incorporation of these characteristics is no guarantee of achievement gain, and that study quality, not quantity, determines credibility. (KS)