Though extensive research has been conducted to measure educational outcomes in terms of quantity and cost, there has been little discussion or analysis of educational quality and its measurement. Quality may be defined in terms of whether a service or product meets or exceeds prespecified standards and can be measured in relation to defined outcomes of a short-, medium-, or long-term nature. At Howard Community College (HCC), a model was developed to improve educational quality and provide criteria for measuring this improvement. The model involves a systems approach with six elements, i.e., analysis of course content in terms of goals, establishment of behavioral objectives, study of students taking courses and of course structures, development of an enriched learning approach for all students or an alternative learning strategy, implementation of learning strategies, and revision of strategies where appropriate. The success of this model is measured according to short-range goals (e.g., through studies of student success rates in courses and surveys of student and faculty attitudes) and intermediate-range goals (e.g., obtaining employment, successful transfer, goal achievement, and employer satisfaction). Long-range goals, including career success, quality of life, and position in the community, have not yet been measured. This model provides a first step in defining and measuring educational quality, which can serve as the basis for establishing accountability to constituencies. The paper includes findings from several HCC studies measuring educational quality. (HB)