This paper examines the current and future roles of organizations such as education laboratories in serving the changing needs of urban education. Concerns for greater effectiveness in support services stem from the growing need to effectively deal with some of the complex, lingering issues which to data have been only marginally addressed. Urban schools are increasingly becoming schools for the poor, and all institutions concerned with improvement of urban education must work toward increasing community support for these schools and help find ways to attract and retain the participation of middle and upper class families. While some progress has been made in improving basic skills in urban schools, curricular and instructional approaches are needed that will develop higher order problem-solving and critical thinking skills. Research and development is also needed on early identification of students who are at risk of failure and dropping out. Good teachers are of crucial importance, and a closer collaboration is needed between preservice training institutions, regional labs, and urban school districts. To improve urban schools, the network of education research and development institutions must work closely together in developing new knowledge and in the strategic application of that knowledge for program improvement. (JD)