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This case study explores the impact of outcome-based education (OBE) in one school district 5 years after its adoption. The study is guided by constructivist theory and a perspective that policy studies can have an important problem-finding function. The basic assumption of the OBE approach, that educational improvement depends on a shift in focus to outcomes and greater accountability for results, was adopted in a small city school district in Washington as "outcome-driven education" (ODE). Data sources include open-ended interviews with 13 district administrators (central staff and school principals and assistants) and a collection of relevant documents. The impact of ODE is seen in both outputs, or changes in practice, and outcomes, or effects of these changes. Although findings are limited in that they are based on administrators' perceptions, the most significant result is the value ascribed to ODE in stimulating an inspirational vision and the acknowledgement that teaming, an input mechanism, is the most valued mechanism or aspect of the ODE model. Results suggest that the value of OBE may lie in its contributions to professional accountability. (Contains 27 references.) (SLD)

Considers the use of outcome-based education (OBE) as an accountability system. The interpretation and use of OBE for accountability and issues arising from its use are reviewed. The use of OBE will exacerbate rather than solve current problems in education, but its potential should be explored. (SLD)