DR. BULLOCK: We have about 2 minutes for questions before Janice Earle has the honor of the last part of our meeting today.

I don't think there is an overflow room anymore, but if there are any in the overflow room please come to the mikes.

DR. STRAF: Miron Straf, the National Academies. As genuinely as it was expressed I can't let Bruce's question how education research works its way into clinical practice go unanswered. It is the outcome of education research, improved education without which clinical practice would be impeded.

The health care infrastructure is no more immune from the projected inadequacy of talent, skills and experience than is any industry. Clinicians will need to have a better education in many respects and as you know patients now have to manage their own health care program. It is not like the old days and in this modern environment that requires very great demands on education.

DR.FUCHS: I hope I didn't leave the impression that I don't think there should be a flow. I really do. I think it is essential. I think we need to think about procedures to put people in school districts in school offices to help interpret the research and facilitate that flow.

DR.BULLOCK: I think we need to move to the next session.

DR. LEVINE: One quickie just to put this in some context, clearly speaking more from the social and behavioral science perspective, this Felice Levine from AERA, than education research that this has worked in other fields. I did a lot of work in crime and criminal justice in the seventies which was very much supported by a mission agency and I think what Dan, you were quoting, Dan Berch is really reflecting a field that has been, whose outside funding is very much a function of the Department of Education over time and over a variety of administrations. So, this isn't a comment about any one administration and the basic science agencies, NSF where I spent many years and NIH where I have done a great deal of work have not really had much of an investment in understanding the centrality support for education and learning and processes surrounding education.

So, I think part of the collaboration is to come to understand how to do that well and I think part of what you are experiencing from an agency point of view as I would observe it is just a new set of collaborations in an area that has not been as much of the agenda of science agencies and I hope it will be.

DR. BULLOCK: Perhaps following up from that I hope that all of you also take away the message of speak to your funder.

Please help me in thanking the panel.