A study conducted by the School District of Philadelphia and that city's Federal Reserve Bank, entitled "What Works in Reading," was used as a case study to determine what factors influence the translation of research findings into educational policy. The Philadelphia study, which examined variables associated with achievement growth in reading, received extensive nationwide media attention and was used by the Philadelphia school superintendent's office in the development of recommendations for changes in reading instruction. Analysis of the study's design and of the methods used in disseminating its findings resulted in the identification of ten factors associated with its being translated into educational policy: (1) identification of the clients affected by the study's findings, (2) vitality of the topic, (3) participant involvement, (4) technical quality, (5) reporting formats, (6) findings keyed to the decision process, (7) preparation of policy makers, (8) overcoming resistance, (9) the role of the ombudsman, (10) the role of the entrepreneur. Factors associated with research utilization in urban areas were also identified. (Author/BE)