Over a decade of research findings representing the work of more than 100 scholars are contained in the growing body of knowledge about effective schools. This report summarizes the results of studies that focus specifically on the characteristics of effective principals, classrooms, and teachers. The report also offers notes of caution to users of effective schools research. Research indicates that administrative leadership is characterized by principals who promote student cognitive growth, support improvement in teaching and learning, and provide a favorable climate for learning. Research on effective classrooms focuses on characteristic student behaviors and expectations, indications of student cognitive processing, and climate. Research on effective teachers focuses primarily on characteristics of classroom management and instruction. Two bibliographies make up the final two-thirds of the document. The first bibliography emphasizes effective schools studies that have important implications for state policymakers. The second bibliography emphasizes effective schools studies that have important implications for attacking political myths about teaching and factors other than money that motivate teachers. Citations in each bibliography are listed under the headings "Basic Research" and "Applied Research." (IW)