This workshop proceedings presents summaries of the presentations of four speakers and recommends criteria and measures for determining institutional effectiveness. After introductory comments on the sponsorship and format of the workshop, the paper highlights the major points made by Carol Boyer, who reviewed recent research and other efforts concerning the assessment of effectiveness; Peter Consacro, who spoke about the performance-based funding procedure for higher education used in Tennessee; Edward Morante, who described the background, implementation, and results of New Jersey's state outcomes program; and James Rogers, who addressed accreditation by the Southern Association of Colleges and Schools. Next, general criteria for measuring institutional effectiveness are presented for general, transfer, and vocational education; basic skills; student support services; community needs and involvement; and cultural awareness. The final sections recommend quantitative measures of: (1) the adequacy of equipment, facilities, and grounds; (2) the degree to which community needs for cultural, global, and political awareness are met by courses, counseling, and outreach; (3) student understanding of the liberal arts, sciences, and vocations through general education; (4) program sensitivity to cultural differences and student cultural awareness; (5) the adequacy of English as a Second Language and high school equivalency offerings; (6) the effectiveness of transfer programs; (7) the provision of access to education; (8) the quality of vocational programs; (9) the relevance of community services to district needs; and (10) the ability of the college to financially support the programs and services it offers. A list of participants is attached. (EJV)