This paper considers preliminary issues in the development of quality educational outcome indicators for students with disabilities within the context of current changes in general education and a conceptual model of important educational outcomes and indicators for all children. The approach and development process of the National Center on Educational Outcomes (NCEO) are first briefly described. Then definitions of key terms concerning outcomes, indicators, and a comprehensive system of indicators are offered. Seven fundamental assumptions guiding NCEO activities and their implications are then identified. Two alternative models are then proposed, one of which includes five broad outcome areas (presence, participation in the system, accomplishment, contribution, and satisfaction) while the other views all outcomes as accomplishments and evaluates them for nine accomplishment domains (e.g., cognitive and conceptual, attitudes, physical and health, satisfaction, adaptive living). A system of indicators for assessing outcomes is then proposed. Finally, the following unresolved issues are addressed: (1) intended versus unintended outcomes; (2) direct versus indirect outcomes; (3) same versus different indicators; (4) category specific versus noncategorical indicators; (5) indicators differentiated by severity of disability; (6) indicators differentiated by developmental level; and (7) system level versus individual level indicators. (11 references) (DB)