This report presents results of a critical analysis of 20 regional educational laboratories and nine university research and development centers established under ESEA Title IV. Observations, supported by specific examples, are made concerning the laboratories and centers and deal with their roles, programs definitions, impact on educational institutions and processes, staff capabilities, regional and national impacts, unique characteristics, evaluation procedures, and persistent problems. Conclusions show that (1) the national program of educational laboratories is evolving into a functioning system with great potential for improving education, (2) good returns are being realized from the modest investment in laboratories and centers, (3) the best way to realize continued and enlarged gains from educational research and development is to build upon the strength already developed in the laboratory and center system, (4) a more interdisciplinary staffing of centers and laboratories is needed, (5) communication and collaborative effort among the various organizations needs to be strengthened, (6) a higher level of funding needs to be established, and (7) successful research and development in education is both a science and an art which requires qualitative assessment as well as quantitative measurement. (TT)