ure and compare educational outcomes in the two high schools. Rather, the authors cited one study that reported that "research programs have shown that student perceptions accounts for appreciable amounts of variance in . . . student learning outcomes" (Fraser, 1987, p. 31). Perceptions of what affect what learning outcomes was not reported in the article being critiqued in this research.
Thus, the authors went to considerable effort to justify the use of an environmental approach to evaluate educational innovations, while virtually ignoring the fact that such innovations are worth little if they fail to improve learning outcomes; that is, unless public schools are to become finishing schools and psychological support groups rather than institutions emphasizing educational goals as that term is generally understood. Regardless of the effectiveness of the environmental approach as a means of accurat
...