Organizational effectiveness ought to play a role in educational evaluation, and the development of alternative perspectives for viewing organizations could be a starting point for revisiting organizational evaluation in education. Five possible perspectives and criteria for evaluating organizations have been developed. If an organization is viewed as an incentive exchange, it could be evaluated in terms of the diversity, equity, and spread of the incentives. If an organization is viewed as an organized anarchy, it could be evaluated in terms of the provision of forums for open discussion, its ability to act, and interpretation of its history. If an organization is viewed as sensemaking, it could be evaluated in terms of its congruence, richness, and access. If an organization is viewed as organizational coupling, it could be evaluated in terms of the buffers it provides, its leadership flexibility, and issue saliency. If an organization is viewed as intraorganizational power and politics, it could be evaluated in terms of its arenas for negotiation, its action, and its use of power. Across all five types of organizations, three indicators of effectiveness emerge: the organization's ability to act; its ability to attribute meaning to its actions; and its ability to encourage individual participation. (Author/BW)