The relationship between effective schools research and the cultural aspect of school organizations are examined in this paper. The first part discusses how effective schools projects are designed and implemented as opposed to what is actually practiced. Differences between "tinkering" with existing structures, a strategy to maintain the status quo, and making substantive changes are discussed in the second part. The third part examines the influence of sociocultural conditions that produce different educational experiences based on race, class, and gender on program implementation. If reformed schools are to develop, two major considerations must be addressed--organizational development and learning. Four principles of learning and the organizational structures that support learning in urban settings are described and it is concluded that teachers and administrators must make substantive changes rather than tinkering with existing arrangements. (Contains 33 references.) (LMI)