The study investigated the pervasiveness of administrator and faculty involvement in, understanding of, and support for outcomes assessment in Virginia's public colleges and universities and explored critical factors influencing administrator and faculty support of outcomes assessment. Data were collected through mailed questionnaires and follow-up interviews with administrators and faculty (N=810) at state-supported doctoral-granting universities (N=6), comprehensive colleges (N=8), and community colleges (N=23) in Virginia. Analysis provided data that supported four conclusions: (1) deans/department heads did not see themselves as strongly supporting formal assessment in 1990 and predicted a substantial decline in support if external pressures were removed; (2) least supportive of all types of faculty were those from doctoral-granting universities; (3) common factors seemed to be more negative than positive, and the most important factors were forces external to the institutions; and (4) with few exceptions, neither the negativism nor positivism were viewed as being extreme. Growth in administrator and faculty support for outcome assessments had occurred by 1990, but such growth was viewed as incomplete. Tables and graphs are included. Contains 32 references and an appendix. (GLR)