This paper reports principally on two studies, prompted by research on school effectiveness in the United States and England, which indicate globalization is beginning to affect school improvement. The first study cites case studies of two schools--from working-class, multi-ethnic, poorly educated areas of Singapore and London--to determine if these schools can be validly compared, and if so, to point out how these schools can learn from each other. School improvement began when the school acquired a new, enthusiastic head teacher who believed everyone capable of learning, and who infused staff and students with this ideal. The second study questioned whether student groupings could make a difference in certain areas. Three separate groups of 15 schools were selected to determine any differences in student levels of self-esteem, staff attitudes to groups, and academic progress. It appears that ability groupings do not have a strong or uniform impact on pupil progress. (Contains 35 references.) (DFR)