This study was undertaken to enlighten both practitioners and the Laboratory about current practices of school research offices in utilizing R & D information. Data for the study came from (1) background readings on organizational theory, (2) recent studies on research offices in local school districts, (3) personal interviews with 15 academicians and practitioners with experience in the area, and (4) authorities' replies to letters concerning various aspects of school research office organization and functions. It was found that the capacities of school research offices are limited by lack of autonomy, role uncertainty, and inadequate fiscal and personnel resources. Where school district leadership and teamwork with other school personnel create favorable conditions, the school research staffs have demonstrated proficiency in assessing needs, formulating problems, and in collecting, analyzing, and disseminating data. Where school staffs are resistant to systematic program planning or self-evaluation, the instructional research function has become an isolated and largely expendable function. From these and other results, recommendations are made for the Laboratory and guidelines are developed for school administrators. A 60-item bibliography is included. (HW)