Prepared as a tribute to the late Professor Ronald R. Edmonds, this paper reviews the history and progress of school improvement based upon the effective schools research. Topics related to the scope and precision of effective schools research are discussed. A need for further research is claimed in the following areas: (1) noncognitive and higher order thinking; (2) multiple measures of the same concepts and constructs; (3) longitudinal studies of students who attend effective schools; and (4) determining whether effective schools sacrifice more ambitious goals in favor of minimum mastery for all. Since most effective schools research has been conducted in elementary schools, concern is expressed over adjustments necessary to conduct this research in secondary schools. Among other topics discussed are the limitations and possibilities of research and what can be learned by studying effective schools as research sites. The paper concludes with a plea for educational researchers to press for additional support for effective schools research and to continue to work collaboratively with educational practitioners at all levels. (MLF)