The serious problems faced in the ESAA (Emergency School Aid Act) data collection effort (magnitude of the data to be collected, many kinds of respondents, and sensitivity of much of the data) are discussed. Procedures for overcoming obstacles are described. These include limiting collection to essential data, tailoring instruments to respondents, using tried and tested items from existing questionnaires, and establishing cooperative relationships with schools. Some of the data collected are described. Almost all of the data can be directly related to the individual student which differentiates the ESAA evaluation from previous nationwide surveys of compensatory education and desegregation. Contained in the appendix are the Contents of ESAA evaluation questionnaires. (Author/RC)