THE REPORT COMMUNICATES TO ARCHITECTS THE DIFFERENCES BETWEEN THE FUNCTIONS CONTEMPLATED IN EXPERIMENTAL LEARNING CENTERS AND THE ACTIVITIES CONVENTIONALLY ASSUMED TO TAKE PLACE IN TYPICAL SCHOOLS AND PARTICULARLY CAMPUS LABORATORY SCHOOLS. THE NEW CONCEPT OF EXPERIMENTAL LEARNING CENTERS REQUIRES ORIGINAL AND CREATIVE ARCHITECTURAL PLANNING. THE FUNCTIONS OF THE CENTERS ARE FOR--(1) RESEARCH AND EXPERIMENTATION, (2) DEVELOPMENT AND DEMONSTRATION, (3) PROVIDING SERVICES TO SCHOOL SYSTEMS AND (4) TRAINING TEACHERS. THOUGH THE PRIMARY FUNCTION IS RESEARCH AND EXPERIMENTATION, THE SUBSTANCE OF THE ACTIVITY IN THESE CENTERS WILL BE THE DEVELOPMENT OF GOOD EDUCATION. GOOD EDUCATION REQUIRES ATTENTION TO SOME OF THE SPECIAL ENVIRONMENTAL CONDITIONS ESSENTIAL TO EFFECTIVE LEARNING. THE REPORT GOES ON TO DESCRIBE THE EXPERIMENTAL LEARNING CENTERS IN TERMS OF--(1) THE CONCEPT OF SPACE ORGANIZATION, (2) THE SCHOOL CHILDREN'S COMPONENT, (3) THE COLLEGE COMPONENT, (4) EDUCATIONAL TELEVISION FACILITIES, (5) THE STATISTICAL LABORATORY, (6) SPACE REQUIREMENTS AND (7) A CHECKLIST OF SPECIAL FEATURES. THE APPENDIX INCLUDES THE FOLLOWING SECTIONS--(1) BASIC QUESTIONS TO BE ANSWERED IN DETERMINING FACILITIES FOR STATE COLLEGE EXPERIMENTAL CENTERS IN PENNSYLVANIA, (2) SOME EDUCATIONAL IMPERATIVES AND THEIR IMPLICATIONS FOR ELEMENTARY SCHOOL FACILITIES, (3) LABORATORY SCHOOLS IN PERSPECTIVE, (4) TRENDS IN FACILITIES FOR ELEMENTARY EDUCATION AND (5) LARGE-GROUP INSTRUCTION SPACES. (RK)