This chapter examines, from four perspectives, the ways in which educational research, development, and evaluation activities in the United States are organized, controlled, and supported, and considers whether research can be properly used to shape educational policy and practice. First, the size and historical development of the research and evaluation field are reviewed to clarify the intellectual and professional practice dimensions of the problem. Second, a review of the major topics covered in recent educational research provides a basis for predicting the kinds of impact research can have on policy and practice. Third, the application of research and evaluation findings is addressed directly, in light of competing definitions of policy and policy-making, the unique character of the policy-making workflow, and the distinction between social and intellectual aspects of knowledge utilization. Finally, key theoretical and methodological issues related to the problem of research utilization in education are explored briefly. (PGD)