This running commentary cites examples to show that measurement and research in education, since Binet, have been used to solve school problems. Current problems cited stem from post-World War II acceptance of the goal of educating "all the children of all the people." Compensatory education, peer-tutoring vs. competitive scrambling, mastery learning, retention vs. dropout, and socioeconomic segregation by tests, require study. Background surveys are cited that define the scope of the problems. Longitudinal studies are recommended that feed back evidence of need and of success and failure en route to terminal evaluation. Multivariate analysis is advanced as essential methodology; person-environment interactions should be studied, not just controlled, if individualization is a goal of the teaching-learning process. Major research and development organizations need to be based on an interactive model, rather than a linear model, to speed action and guide research. Innovations and their evaluation should be demanded and supported locally, not just by outside funds. ERIC is hailed for dissemination. New instrumentation is demanded for assessing the young, the disadvantaged, and foreign students; examples of adaptations are given. Forceful graphic presentation is described. Emphasis on the magnitude vs. the inferential certainty of findings is recommended. (Author)