This six-article document examines the research base that can be used in formulating plans to improve the chances of schooling success for all students. Each article summarizes well-confirmed knowledge in a particular area, giving attention first to the research literature, and then to the tested experiences and practices of leading professionals. The authors include in their reviews estimates of the state of practice in their respective topic areas and then proceed to recommend improvements for effectively linking practice with the state of the art. Papers (1) identify those factors that influence the teaching and learning process; (2) note the wide variety and creativity in children's services coordination to date; (3) present a literature review of models designed to prevent or treat adolescent school failure, truancy, dropout, and other problems; (4) summarize the concept of resilience as it has been advanced in developmental psychopathology; (5) review the outcomes of 55 research studies and program evaluations, including 2 meta-analyses and 1 research synthesis; and (6) examine the role of parent involvement, particularly in early intervention programs, in fostering the academic success of children. Papers and their authors are as follows: (1) "Toward a Knowledge Base for School Learning" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (2) "Structures and Strategies: Toward an Understanding of Alternative Models for Coordinated Children's Services" (Robert L. Crowson and William L. Boyd); (3) "Family Processes, Family Interventions, and Adolescent School Problems: A Critical Review and Analysis" (Ruth Baugher Palmer, Gayle Dakof, and Howard A. Liddle); (4) "Educational Resilience in Inner Cities" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (5) "The Effectiveness of Collaborative School-Linked Services" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); and (6) "Parent Programs: Past, Present, and Future Practices" (Aquiles Iglesias). (GLR)