This paper evaluates current research literature on effective schools. While acknowledging that the research provides systematic direction for school improvement, the author also points out some shortcomings of existing studies, including (1) inadequate description of curriculum content and of circumstances believed to result in test success; (2) no acknowledgement of the complexity of the whole educational process; (3) a narrow, formula-oriented view of school improvement; (4) overemphasis on test performance; (5) inability to acknowledge that class, racial, and similar forms of differentiation in instruction can be detrimental to all students; (6) neglect of other issues that might be critical to education from a broad perspective; and (7) emphasis on the importance of leadership over community oriented decision making. In view of the research focus, it is held, many teachers have become discouraged concerning their role in improving schools; thus, the author asserts, it is not surprising that few among the current crop of teachers possess the idealism and sense of educational commitment that characterized teachers in earlier years, especially during the 1960s. What is needed, the author stresses, is a reaffirmation of the view that teachers should have a hand in the education of their students, rather than being mere implementors of the technical formulations dictated by the effective schools search. (MJL)