This document presents research findings about the results well-run small schools produce. It begins by giving definitions of the various types of small schools and smaller learning communities, such as focus or "theme" schools, freestanding schools, and schools-within-a-building. It discusses the requirements for success as identified by researchers and practitioners, and cites barriers to implementing effective small schools. An important point is that a small school does not provide a quick fix to problems in educating students or maintaining safety by virtue of its size, but, rather, it creates an environment that acts as a facilitating factor in promoting increased student learning, and enhancing collegiality among teachers and personalized relationships between teachers and students. Other benefits of well-run small schools include increased order and safety, higher school attendance and graduation rates, higher levels of extracurricular participation, greater parent participation and satisfaction, more positive teacher attitudes and satisfaction with their work, high-quality curricula that are well-aligned with national goals, and greater cost-effectiveness compared to larger schools. The paper ends with a list of World Wide Web resources and an annotated bibliography. (Contains 53 references.) (RT)