This paper presents a summary of research on outcome-based education (OBE). The first section provides an overview of the evolution and history of OBE in the United States. Other outcome-based models are described in the second section. The third section reviews research on OBE and related concepts, including mastery learning, cooperative education, and peer tutoring. Next, 11 case studies of schools and school districts that have implemented OBE are briefly described. Criticisms are that OBE "dumbs down" the curricula; places more emphasis on student effort rather than achievement; utilizes inaccurate assessment techniques; and allows outcomes to drive the curricula. In addition, fundamentalist Christian groups oppose OBE because they believe it imposes conformity to state-mandated goals, particularly through its emphasis on affective outcomes. In conclusion, OBE has the potential to achieve meaningful reform and create a better learning environment; however, it could be used to indoctrinate beliefs and decrease student achievement in traditional academic disciplines. Although preliminary evidence indicates that the former is the more likely result, several problems remain: (1) the lack of a strong research base; and (2) the inability of school personnel to effectively communicate the rationale for learner outcomes, how outcomes will be achieved, how they will be assessed, and how they will affect students. (Contains 86 references.) (LMI)