To acquire what Dewey called educational science, teachers and administrators have no alternative to studying the various ancillary disciplines well enough to understand their import for schooling; they are not in the position of the farmer who can take the results of science and technology from the extension expert. (Author/IRT)

Presents a critical rejoinder to Stedman's article that dismisses the validity of school effectiveness guidelines. Stedman has misused school effectiveness research findings, for the data actually support these characteristics. Stedman's generalized alternatives lack adequate supportive evidence. (CJH)

Asserts that the widely cited set of characteristics of effective schools cannot be substantiated. The lack of research supporting the formula raises questions about school effectiveness programs. Recommends a synthesis of approaches that meet a school's needs and include a broader political agenda. (CJH)