The influence of social science research on educational policy, particularly since the 1954 Brown vs Board of Education decision, has been significant. The paper presents an historical overview of the judicial use of social science data. Three questions are investigated: to what extent has social science influenced judicial decision-making? what has been the evolution of social science as a contributor of evidence to desegregation litigation? and what place will social science play in the future? Legal decisions relating to these concerns are reviewed. Questions are raised regarding the competency of legal officials and policy makers to interpret the data, the utility of research findings for the court when they do not have the entire support of the academic or scientific community, the validity of the research, and the bias of the researcher. The influence of social science research has been most apparent in areas of desegregation, the provision of educational opportunities for children from low income families, and the reform of state educational systems with an eye toward easing the burden of the local property taxpayer. The conclusion is that lawyers and social scientists can play valuable roles in policy making if lawyers concentrate on determining what is relevant in litigation and social scientists on what of the relevant is reliably known. (Author/DB)