The basic proposition of this study is that five dimensions of educational quality can serve as significant goals, that educational objectives emerging from the goals can be identified, that by improving and delivering school services and processes of quality we can elevate levels of student achievement and significantly advance students toward specific objectives and the broader goals. Definitions for five dimensions of educational quality are advanced: human quality, quality of skills, quality of knowledge, learning quality, and civic quality. These five dimensions of quality are proposed as goals. Specific educational ingredients that emanate from these components of educational quality are appraised, and some school services and processes that demonstrably advance student achievement toward goals are identified. Among school services are teachers, instructional resources, curriculum facilities, and administration; while school processes include the teaching-learning process, individualized instruction, flexible scheduling, nongraded class levels, and many others. The author then considers measurement of student progress and evaluation of school services and processes as means for judging the relationship between the process of education in the school and student advancement toward goals of educational quality. An annotated bibliography accompanies the essay. (Author/JLB)