This paper explores the recent two decades of school reform efforts and focuses on application of the Effective Schools movement's ideas in urban, economically depressed communities. Five common characteristics of effective schools are teacher and other staff who believe that all children can learn; safe, orderly, and work-oriented environments; principals who are instructional leaders; involved parents; and regular monitoring and feedback on academic progress. Transforming these principles into practice requires challenging instruction and demanding teachers. An evaluation of eight highly effective high schools in four states found that common characteristics included: (1) teachers describing their schools as pleasant environments where goals and rules were well articulated; (2) low teacher turnover rates; (3) principals who were instructional leaders; (4) teachers who felt that they had a meaningful role in school decision-making; (5) teachers who felt the support of administrators, parents, and community; (6) students who were positive about the school's learning and social atmosphere; (7) parents who were proud of the school and praised teachers and principals; and (8) community support provided in the form of college scholarships and sponsorship of school activities. The paper concludes that schools in inner-city communities that serve large numbers of non-white children can be as effective as any other school. (Contains 28 references.) (JB)