Fiscal and other economic constraints facing developing nations underscore the need for careful and detailed planning for education focused on the identified purposes. Until recently educational requirements have been measured in terms of inputs. Effectiveness measurements change the basis for judging the educational system from such input or process variables to output indices that can yield more direct assessments of deficiencies, gaps, and additional requirements. This volume represents an initial effort to bring together information about educational outcomes, including types of measures, the role and use of measurement, and national policy consequences of measurements. The purpose is to provide a basis for Ministers of Finance, Planning, and Education to evaluate how and where they might best direct their educational systems to further educational goals and to stimulate national development. Sections discuss measuring academic achievement, attitudes and attributes, teacher grades and teacher tests, socioeconomic status and achievement, cross-national evaluation: the IEA Study, modernization: the social and political impact of education, nonformal education and functional competence, measuring work skills, economic outcomes of education, educational planning and evaluation, use of outcome measures in schools, improving resource allocation, and outcomes and evaluation. (RC)