This is the Executive Summary of a 1979-81 study of factors and conditions that affect the exchange and use of knowledge for school improvement in three collaborative systems in which a college/university was paired with one or more public schools in Boston, Massachussetts. The pairings were among 26 such collaborative arrangements mandated bv court order in 1975 as part of Boston's desegregation program. This summary is based on a two-volume final report, Volume I being a cross case analysis based on case studies of the three systems contained in Volume II. The method used to examine how school improvement ideas are effectively put into practice through interorganizational collaboration focused on projects being implemented within each of the paired systems. Analysis showed that knowledge exchange/use for school improvement in these interorganizational systems was governed largely by an interaction of the systems' structural arrangements, their history and environment, interorganizational processes, and the hierarchy of needs and resources. The study found that knowledge flow was largely dependent on personal interaction rather than on written communication, and the predominant type of educational knowledge often exchanged was situational in nature, although there was also a flow of craft knowledge and research knowledge. (MJL)