An assumptive, theoretical, and empirical foundation for the development of a formal dissemination model to apply to the introduction of information about educational accountability programs is set forth. If a dissemination model is to be effective, the fundamental assumptions underlying it must be spelled out explicitly. Existing communication problems can often be traced to mistaken assumptions about the nature, and purpose of the communication process. The success or failure of a formal dissemination model also hinges upon identification of relevant sociological, psychological, and communication theories. A useful theory allows transcendence, at least to some extent, of the exigencies of a particular communication situation and allows prediction of the probable outcomes of a specific communicative strategy in other similar situations. Although not an inventory of research findings, certain studies are described and certain results are cited when they are perceived as bearing upon: problems associated with present attempts to disseminate information about educational accountability and/or dimensions of the formal dissemination model being developed. (RC)