In the evaluation of Project Information Packages (PIPs), a content analysis was performed to detect congruence between items in a norm-referenced test and the content in six exemplary compensatory education program curricula. Gains on congruent items were used to assess the effectiveness of the programs. Preliminary results show that the amount of congruence was too small to make strong inferences, but that gains on congruent items were slightly higher in well-implemented programs. The procedures can be easily replicated for evaluations which require that gains on norm-referenced tests be the major criteria for success. (Author)