The critical issue discussed in this document is the extent to which changes now occurring in the field of education--in state laws, administrative actions, and educational practice--are informed by valid research and experiences. Questions are raised about the adequacy of the informational base of the main reports on excellence and reform, and the role of research in assisting policymakers and educators as they carry out legislative mandates to improve the schools. To examine these issues, papers were commissioned from authorities in three fields: (1) improving teacher incentives and the quality of teaching; (2) the case of dropouts as a possible mismatch between excellence and equity; and (3) teaching and learning higher-order thinking skills in the schools. This report summarizes the nine authors' assessments of the applicability of research in their specialities to the reports on reform and relevant actions around the country. In varying degrees this paper demonstrates that the links between research, policy, and action in the reform movement have been less than ideal. (JD)