Jory Brass and Leslie David Burns provide a useful and informative review of research appearing in the "English Journal" ("EJ") and "Research in the Teaching of English" ("RTE") over the past 100 years. It is a bit unfortunate, if understandable, to exclude books and articles in other journals, because such a restriction excludes many pieces of excellent research not published under what Brass and Burns call the NCTE imprint. This restriction also limits the questions that might be asked. More important questions than those about continuities and discontinuities in the published work appearing in "EJ" and "RTE" might have been the following: (1) What has been accomplished in the 100 years in which NCTE has nurtured research related to the teaching of English?; and (2) What impact has that research had on the teaching of English? In this article, the author turns his attention to these two questions and discusses several factors that account for the failure of teachers to take advantage of the research findings.