The educational reform movement of the 1980s forced superintendents and school boards to critically reexamine the rationale used for principal evaluation. The 1985 South Carolina Educational Improvement Act forced all administrators to objectively define and evaluate educational goals for both students and personnel. Consequently, the Abbeville School District (South Carolina) opted to base principal evaluation on the achievement of district, community, and school goals as measured by the congruence between established goals and student achievement data. The district reconnoiters data from community perceptions, teacher and staff perceptions, student perceptions, and principal perceptions and compares those to student achievement test data in each school. The information is computer analyzed with an individual report being provided to each principal. The district superintendent meets with the principal to discuss the results of the analysis and make plans for correcting the deficiencies. Thereby, the principal receives a more objective evaluation of performance and a plan of improvement to correct problems. (MLF)