ABSTRACT
Research outcomes show all kinds of different characteristics that purportedly constitute effective schools. Purkey and Smith have shown that there is some order in this chaos. After a review of the literature they present a list of nine organization-structure variables and a set of four process variables. In the light of large differences in home background and ability the aim of equal educational attainment for everyone is unrealistic. Therefore, most of the people speak of equal opportunities when each child achieves according to its ability. If all socially disadvantaged children attend schools that offer poor quality teaching, whereas, on the other hand, priviliged children attend schools that are very effective, this would explain a considerable amount of educational inequality. The schools can be divided into four groups of educational priority: no priority, light priority, heavy and very heavy priority. This coincides with an increasing amount of extra staff per school.
