THREE FACTORS INFLUENCING THE SLOW CHANGE FACILITY OF EDUCATION ARE EXAMINED. (1) THE EDUCATIONAL SYSTEM LACKS A PROFESSIONAL INNOVATOR. COUNTY AND STATE LEVELS OF PUBLIC EDUCATION LARGELY CONFINE THEIR ROLE TO REGULATION AND NEGLECT THE ADVOCATION OF CHANGE. ON THE LOCAL LEVEL, THE SCHOOL SUPERINTENDENT IS EXPECTED TO OPERATE BOTH AS A CENTRAL PART OF HIS UNIT AND AS THAT UNIT'S AGENT OF CHANGE. (2) INADEQUATE RESEARCH, EXPERIMENTATION, AND DEVELOPMENT OF EDUCATIONAL INNOVATIONS RESULT IN A LACK OF KNOWLEDGE ABOUT NEW EDUCATIONAL PRACTICES. THIS DEFICIENCY MAY BE RECTIFIED IN THE FUTURE BY THE ESTABLISHMENT OF FEDERALLY FUNDED EDUCATIONAL RESEARCH, DEVELOPMENT, AND DISSEMINATION CENTERS AT MAJOR UNIVERSITIES. (3) PUBLIC SCHOOLS, SINCE THEY PROVIDE AN INDISPENSABLE SERVICE, ARE PROTECTED, CARED FOR, AND ASSURED OF CONTINUED EXISTENCE IN THE MANNER OF A "DOMESTICATED" ANIMAL. CONSEQUENTLY, THEY EXPERIENCE LITTLE NEED FOR OR INTEREST IN CHANGE. EARLIER RESEARCH FINDINGS BY THE LATE PAUL MORT SUGGESTED THAT INNOVATIONS ARISE DIRECTLY IN PROPORTION TO PER-CHILD EXPENDITURE IN THE SCHOOL DISTRICT. NEW DATA, HOWEVER, REJECT ANY RELATIONSHIP BETWEEN ADOPTION OF EDUCATIONAL INNOVATIONS AND EXPENDITURE PER CHILD, STRESSING RATHER THE IMPORTANCE OF SCHOOL ADMINISTRATORS IN THE INNOVATING PROCESS. THE COMPLETE DOCUMENT, "CHANGE PROCESSES IN THE PUBLIC SCHOOLS," IS AVAILABLE FROM THE CENTER FOR THE ADVANCED STUDY OF EDUCATIONAL ADMINISTRATION, UNIVERSITY OF OREGON, EUGENE, OREGON 97403, FOR $2.00. (SS)