This author's focus is on identifying and describing the institutional patterns and instructional practices of elementary schools that are instructionally effective, especially for students from low socioeconomic and disadvantaged backgrounds. The steps for designing such a research project are outlined. A study is described that uses basic skills in reading and math and the differential between the assessed performance of economically disadvantaged and nondisadvantaged students as the criteria for judging effectiveness. Some factors learned from the effective school research that have immediate utility in planning instructional effectiveness are cited. These are that the individual school appears to be the strategic unit for planned change, and all, or nearly all, the members of that school's social system must be involved. In addition, school improvement efforts must start with locally defined problems and a specified statement of intended outcomes. Finally, a procedure for evaluating and monitoring progress must be an integral part of any planned change program. (Author/MLF)