A number of researchers, as well as practicing teachers and administrators, have reached similar conclusions about what makes a school effective: (1) the behavior of teachers, administrators, and students; (2) the quality, as well as the quantity of effort, materials, and time; and (3) the curriculum--both what is taught and how it is taught. The social organization of an effective school promotes school-wide conditions for teaching and learning: clear academic and behavioral goals, discipline, high expectations, teacher efficacy, caring, rewards, leadership, and community support. Instruction and curricular conditions involve time on task, homework, student evaluation, variety of teaching strategies, and student responsibility. The cumulative, or synergistic, effects of these characteristics may be very significant; a critical mass of these conditions is labelled organizational efficacy. Further research is needed in order to identify the contributions of each of these factors or combinations of them in successful schools. (GDC)