This paper reviews research on school effects and teacher effects on student achievement. In general, academic learning is influenced by the amount of time that students spend engaged in appropriate academic activities. Students learn more efficiently when their teachers instruct them actively by structuring new information and helping them relate it to what they already know, and then monitoring their performance and providing corrective feedback through recitation, drill, practice, and application activities. Schools that foster progress in academic achievement tend to be those that place a high priority on achieving and adopt high but realistic expectations, coordinated instructional efforts, and periodic assessments of progress. Elements that lead to success in the traditional whole-class instruction approach are discussed at length. Adaptations of those elements for grade level, subject matter, and student socioeconomic status/ability/affect are pointed out. Research on the following topics is also discussed: (1) conceptual change teaching; (2) teaching cognitive strategies; (3) mastery learning; (4) individualized/adaptive instruction; (5) computerized instruction; and (6) effective instruction in special education and resource room situations. An extensive list of references is included. (PS)