To increase educational productivity and efficiency, educational process goals as well as achievement goals must be considered. Educational process goals are interpreted to include student perceptions of the social environment, creativity, self-concept, participation in extra-curricular activities, and interest in subject matter. Ignoring these perceptions and experiences in favor of traditional goals measured by test scores will decrease motivation and ultimately lower educational achievement. Many Educational experiments and psychological theories of education fail to produce desired educational outcomes because they do not clearly identify, define, and measure educational variables. For example, the Higher Horizons Program in New York attempted to upgrade the educational experience of children from deprived backgrounds by reducing class size to five or six students and adding numerous enrichment factors. Because program directors did not consider factors such as the interaction between family and instructional environments, performance scores on tests were not higher. Considerable research is needed to relate educational policy and practice to productivity of schools. Methodology should consider students' ability and motivation, the quality and quantity of instruction, class social environment, and home environment. (DB)