This paper describes the purposes of educational evaluation with particular emphasis on school improvement. The evaluation process used was based upon the analytical tools developed and tested by the Educational Productivity Council (EPC) of the University of Texas. An early form of this model and reporting system was introduced to a group of 68 teachers from Australia and Texas, and changes in their attitudes towards concepts of teacher evaluation, educational efficiency and classroom productivity measurement were assessed. The research group, using the EPC productivity model, identified a large number of measures which they believed could be used to describe either the outputs or objectives of the educational process. Relevant outputs included scores for reading, writing, and math performence together with affective measures of peer, teacher, and school affiliation. Classroom resource or input measures included a pupil social competency score, pupil attendance and stability measures, pupil/teacher ratios, teacher experience, the support staff available, instructional time, available budget, and classroom percentages of girls and non-minority students. Teachers participating in the research displayed positive change in their attitudes towards concepts of educational efficiency, classroom productivity, and teacher evaluation. (JD)