In order to make policy decisions, educators must evaluate educational research proposals and projects. Findings immediately related to practice are often inadequate, omitting the theoretical establishment of principles by which we can explain and predict the phenomena of our world. These theoretical linkages to the practical world of decision-making occur more frequently as researchers form more innovative hypotheses and design both innovative and rigorous investigative procedures. A research report should present a clear statement of what was studied, the method used in studying it; specification of how the data were analyzed, the results of the study, and conclusions and interpretations. The research evaluator must seek a logical presentation of the problem, since this will partially determine the researcher's ability to develop adequate methodology. The hypothesis must be defined, the sample chosen carefully for stated reasons, the design determined to be valid, and the dependent and independent variables defined and measured. Each study is only a single block in the construction of a theory applicable to educational policy making. No study is without flaws or takes into account all the variables of today's world. Knowledge of research evaluation, therefore, is essential. (MM)