ABSTRACT
In facing increasing local and global challenges in education, schools are expected to serve multiple school functions and goals at different levels. Correspondingly, the conceptualization of school effectiveness should also be multifaceted, covering technological, economic, social, political, cultural, and learning effectiveness at the individual, institutional, community/society, and international levels. Different from the narrow and simplistic traditional thinking, the new framework proposed in this chapter classifies school effectiveness into 24 categories and provides a useful typology to clarify the confusions, misconceptions, and missing links in the conceptualization, practical implementation, and policy debate related to multiple school functions and effectiveness. New perspectives, new implications, and new directions are also advanced for future research and development from this chapter.
