Abstract
A large and increasing number of schools in the U.S. are currently planning and implementing programs of school improvement based on the effective schools research. In this chapter the brief 20-year history of this effective schools movement is reviewed. The effective schools movement, as presented, consists of five relatively distinguishable periods, they are: (1) identification; (2) description; (3) prescriptive; (4) district alignment; and (5) the state and federal policies phases. This chapter seeks to communicate the evolving nature of school improvement based on effective schools research. Hopefully, it will generate a renewed sense of optimism regarding the schools mission to teach all children.
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