THESE GUIDELINES ARE FOR THE USE OF LOCAL EDUCATIONAL AGENCIES IN COLLECTING DATA AND FORMULATING DESIGNS TO EVALUATE 1965 ELEMENTARY AND SECONDARY EDUCATION ACT TITLE I PROJECTS FOR DISADVANTAGED PUPILS. PROVISIONS FOR EVALUATION ARE A REQUIRED PART OF EACH PROJECT PROPOSAL, AND EVALUATIVE DATA REPORTED AT THE LOCAL LEVEL ARE SYNTHESIZED AND DISSEMINATED AT STATE AND FEDERAL LEVELS. AS NOTED IN THE GUIDELINES, EVALUATION OF THE EDUCATIONAL ATTAINMENT OF PUPILS PARTICIPATING IN TITLE I ACTIVITIES SHOULD BE IN TERMS OF THE STATED PROGRAM OBJECTIVES AND BEHAVIORAL OUTCOMES, AND THE OBJECTIVES OF A COMPREHENSIVE EVALUATION SHOULD INCLUDE NOT ONLY THE MEASUREMENT OF COGNITIVE ACHIEVEMENTS BUT ALSO OF SOCIAL, EMOTIONAL, AND DEVELOPMENTAL CHANGES. THE EVALUATION DESIGN MAY UTILIZE COMPARISON DATA DERIVED WITHIN THE PROJECT GROUP OR DATA BASED ON VARIOUS FORMS OF EXTERNAL CONTROL GROUPS. THE GUIDELINES DISCUSS DESIRABLE CHARACTERISTICS OF TESTS AND THE USE OF STANDARDIZED TESTS AND SUPPLEMENTARY EVALUATIVE TECHNIQUES. THEY ALSO DESCRIBE SEVERAL PROCEDURES FOR ANALYZING EVALUATION DATA. AMONG THE VARIOUS POSSIBLE PITFALLS IN EVALUATION WHICH ARE DESCRIBED AS HAVING SPECIFIC IMPLICATIONS FOR TITLE I EVALUATIONS IS THE FAILURE TO USE SUFFICIENTLY SENSITIVE EVALUATION INSTRUMENTS. THE GUIDELINES INCLUDE A CONTENT OUTLINE OF AN EXEMPLARY FINAL EVALUATION REPORT, A GLOSSARY OF EVALUATION TERMS, AND A LISTING OF TEST PUBLISHERS AND SELECTED REFERENCES ON MEASUREMENT AND RELATED SUBJECTS. APPENDIXES CONSIST OF PORTIONS OF FIVE EVALUATION SCALES. (LB)