The late 20th Century saw the rapid rise of quality assurance and effectiveness measures in most industries and organisations. These trends were very much reflected in education at all levels. An associated emergent trend in primary and secondary education in Australia was growth in the use of standardised measures of student achievement that increasingly served (and continue to serve) as a major source of data in judging school effectiveness. While cognitive measures are important outcomes of schooling, it is reasonable to argue that interpretations of quality and effectiveness that do not include affective measures are too narrow. In particular, these criteria sacrifice what may be regarded as more complex and aesthetic measures of quality and effectiveness, such as student perceptions of aspects of their life at school. This paper has developmental, theoretical, and philosophical dimensions. The developmental dimension is based on a definition and articulation of a potential future of education advocating a re-aligning of academic and affective student outcomes. Affective measures are identified as important components of school effectiveness and quality assurance as well as the associated implementation of school reform and school improvement to enhance these measures. The theoretical dimension relates to definitions, clarifications, and links between school effectiveness, effective schools, school improvement, school reform, quality education, quality schools, and quality of life. The philosophical dimension aims to ensure high student quality of life, an enhanced mentoring role for educators, and a focus on children's future, health, equity, and access issues. (Contains 1 figure.)