Concern for the consequences of educational programs as well as their processes is the focus of this study. The point is made that most evaluations of basic education programs are inadequate for two reasons: (1) The economic aspects of remedial education for the disadvantaged are infrequently studied; and (2) Most evaluations are based on unsophisticated research designs. It is also pointed out that to society, the primary economic benefit of basic education programs is the increase in trainee earnings during the posttraining period, which are directly attributable to remedial educational instruction. Three problems, however, which must be considered in measuring these benefits are: (1) Distinguishing between permanent and transient changes in earnings, (2) Married women with no need or desire to work, and (3) A worker who chooses to reduce his work effort. Possible evaluation designs include: the income equivalency approach, the before-and-after design, the quasi-experimental approach, and the true experiment. It is concluded that basic education programs should be designed to include an evaluation component as part of their normal administrative procedure. It is also concluded that the knowledge gained from evaluation should be funneled back into the program to produce more effective program operation. (Author/CK)