This paper on identifying education outcomes for students with disabilities proposes a framework for applying an outcome-based approach throughout the education system, by looking at the needs of the three major levels of the system (local, state, and national); defining different uses for the term "outcome" in order to achieve consensus and understanding; and matching uses with the needs of the specific levels of the system. The paper organizes use of the term "outcomes" into three categories: learning outcomes, actualized outcomes, and system outcomes. Education is not seen as a traditional linear system, but rather as an interactive and dynamic system where each level has the power to influence all other levels. Each level of the educational system must attend to four demands for collecting data--program improvement, policy development, accountability, and public information. Differences in the scope and focus of decisions that must be made at each level, and resulting data priorities, vary from one level of the system to the next. Priorities and degree of specificity should be taken into consideration for both defining an outcome and establishing data collection systems. An outcome-driven education system can then be developed by effectively using the principles that started with the outcome-based education movement and the data collected from an outcome-driven accountability system. (Contains 18 references.) (JDD)