The purpose of this report is to distill curricular and testing implications of brain research. The report will focus on three topics. One topic is the possibility that brain lateralization--that is, the degree to which the two brain hemispheres specialize in different types of information processing--is an individual differences variable that should be measured, just as we measure individual differences in verbal and mathematical aptitudes. Second, since one of the better-established findings is that verbal and spatial abilities tend to reside in different hemispheres, the possibility of incorporating spatial ability into admissions testing is explored. Third, the calls for curricular reform based on brain research are examined. (Author)