This publication, part of a series initiated in 1986, describes effective educational practices of schools that serve disadvantaged students and adds information on recent research about the characteristics of these schools to support the review. Following an introduction, four types of attributes are examined in four sections. Section 1 considers school structure and discusses the following topics: leadership that articulates goals and builds consensus around them; clear goals that emphasize high expectations and academic achievement; and demonstration of respect for students' cultural and linguistic backgrounds. Section 2, on the organization of effective schools, discusses partnerships with parents, opportunities and resources for professional development, coordination of supplementary programs with other elements of students' school experience, and efficient use of academic learning time. Section 3 examines curriculum, instruction, and assessment. Topics considered include: opportunities for students to use their own experiences as a foundation for learning; teaching that explains assumptions, expectations, and ways of doing things in school; curriculum that includes instruction in comprehension skills; curriculum that integrates basic skills with challenging content; instruction that highlights meaning and understanding; recognition and rewards for academic excellence; and classroom management keyed to learning tasks. Section 4 discusses accountability in effective schools for disadvantaged students, particularly schoolwide accountability for learning supported by regular assessment. Fifty-two notes and 109 references are included. (JB)