This paper discusses the adequacy of research for informing practice and areas of research that will extend the knowledge base about schooling. The first topic also includes the extent to which existing knowledge has been disseminated. The second topic involves the identification of research topics that merit funding so that knowledge that can inform school improvement programs will be enhanced in the future. Despite the inadequacy of research to date, recent research has yielded important knowledge that is of value to educators. However, this research has only begun to address the basic questions that must be answered if student learning in school settings is to be understood. A summary is offered of classroom and school research that has the ability to inform practice; the need to integrate these two areas is emphasized. In regard to topics that merit new funding, it is pointed out that it is most important to support research that promises sustained programmatic inquiry about salient classroom issues, integrating work on curriculum as well as on teacher and student variables. The present knowledge base and issues are discussed, and a research agenda is suggested. The role of regional laboratories, in view of extant and pending research, is briefly discussed. (JD)