No tool has promoted educational reform more completely than coordinated school-linked services. This paper integrates results of a cross-program analysis examining 6 coordinated school-linked service programs for widely implemented practices and results of a quantitative synthesis of 44 studies of the effects of school-linked programs on children's cognition, affect, and behavior. The 44 studies and the 6 cases were categorized into one of 6 programmatic areas. Most of the coordinated school-linked programs from the 44 studies targeted urban, low-achieving, and economically disadvantaged children, and the 6 analyzed programs served the same populations. The 44 studies focused on different goals, and the 6 cross-programs addressed multiple needs of students and parents, with the primary goal of providing access to services rather than information about services. Results of both studies suggest that nearly all coordinated school-linked services seek to develop connecting mechanisms for effective communication, coordinated service delivery, and mobilization of energy and resources of professionals from multiple fields, as well as families and communities. Coordinated school-linked services are becoming a common feature of school reform, but further research, with better process and outcome measures, is needed to develop more effective programs. (Contains 9 tables and 34 references.) (SLD)