Covered in the assessment are 128 school systems having contracts for Consumer and Homemaking Education with the Division of Vocational and Technical Education (Illinois) and meeting at least one of four criteria for qualifying as disadvantaged. The evaluation followed the guidelines of the Information Based Evaluation Model (IBE) which addresses questions of (1) program effectiveness in communicating consumer knowledge and areas of strength and weakness (discovered using simple descriptive statistics), and (2) isolation of program dimensions of instructional strategies related to program success (using a methodology termed program structure analysis which employs multiple discriminant analysis). The opening chapters contain a summary, five implications and recommendations, and a program description. For the evaluation design, a chronological overview, the sampling procedure, and instrumentation are reported. The data collection instruments used (Illinois Test of Consumer Knowledge (ITOCK); Self Observation Scales (SOS); and proposal, student, and teacher data sheets) are briefly described and data elements or scales are listed. Detailed findings are organized and discussed at length under the headings of: A Profile of Consumer and Homemaking Education Students, ITOCK, Components of Success, SOS, Student versus Teacher Perceptions, and Interest and Achievement in Consumer and Homemaking Education. (Author/MS)